Mathematics

Mathematics Intent

At Horley Infant School our intent is to deliver a creative and engaging mathematics curriculum which is accessible to all and maximises the development of every child’s ability and academic achievement. The exciting learning journey will enable all children to become fluent in the fundamentals of mathematics, developing their conceptual understanding and the ability to recall and apply knowledge accurately. Children will demonstrate mathematical reasoning by justifying, making links to known facts, or providing proof using mathematical language. Understanding of concepts will be challenged through problem solving. Children will understand that mathematics has a purpose and is essential to everyday life. They will be taught to celebrate mistakes as part of their learning journey and will be supported to develop a positive ‘I can’ attitude.

What does Mathematics look like in our school? (Implementation)

Our mathematics curriculum is shaped by our school vision which aims to grow an outstanding learning community where we embrace and nurture the individual to flourish, be confident and achieve. We plan using development matters in Reception and the National Curriculum in Years 1 and 2. This is supported by the White Rose scheme of work but may also be personalised by individual teachers to support the needs and requirements of each class. We have clear skills, vocabulary and knowledge progression across the year groups, ensuring we maximise learning for all children. We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet. The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.

We implement our approach through high quality teaching, delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including, Numicon, double sided counters, tens frames and multi base. These are used to support the teaching of abstract concepts. Mathematics lessons are designed to challenge children to answer in full sentences using the correct mathematical vocabulary. Children’s understanding of concepts is deepened using activities such as ‘true or false’ ‘odd one out’ ‘spot the mistake’ ‘explain why and prove it’ ‘The answer is… what is the question’ always/sometimes/never.’ Fluency is developed using daily ‘maths meetings’ in Year 1 and 2 as well as morning challenges and mathematics starters. Support is determined during each lesson to ensure secure understanding based on the needs of the child.