Mathematics 

Mathematics

Here at Kenton we take a maths mastery approach to teaching and learning mathematics. We teach the National Curriculum, supported by a clear skills and knowledge progression starting in EYFS, centred around the EYFS Statutory Framework and Development Matters (2021). Our EYFS and Years 1-6 maths progressions are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

We believe that all children can be successful in the study of mathematics. Our intent is for every child to gain mastery of the primary maths curriculum and for children to become confident, resilient mathematicians; well equipped to become successful in their future adventures. We aim to prepare them for a successful working life.

Learning is coherently sequenced in order for children to progress through their mathematical journey.  Our mastery approach ensures that children spend far longer on fewer key mathematical concepts whilst working at greater depth. In Reception, progressions are based on those of the NCTEM and from Year 1 to Year 6, the NCTEM spines.

Daily lessons develop oral and mental calculation, and include direct teaching and activities for pupils, either as a whole class, groups, pairs or individually.  Teachers adapt these plans to suit the needs of our individual children and year groups (including SEND and more able) Lessons conclude with a plenary which can summarise learning, check misconceptions or target further learning. Teachers encourage the use of ICT, games and problem solving to help children understand new concepts.

We create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils and gives them the confidence to explain mathematically.  Chidlren are provided with opportunities to develop a deepened understanding for mathematics, to become fluent with the fundamentals of mathematics, to reason mathematically and solve problems. Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects and real life opportunities.

Our pupils are able to show mastery; that they really understand a mathematical concept, idea or technique when they can:

  • describe it in their own words
  • represent it in a variety of ways (e.g. using concrete materials, pictures and symbols)
  • explain it to someone else
  • generalise
  • make up their own examples (and non-examples) of it
  • see connections between it and other facts and ideas
  • recognise it in new situations and contexts
  • make use of it in various ways, including in new situations
  • demonstrate a quick recall of facts and procedures, including the recollection of times tables

Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

Ultimately, we ask our children to be mathematical rather than to simply do mathematics.

Yearly Overview’s Year 1 – 6  

Curriculum map year 6

Mastering Number.

Children in EYFS, Year 1 and Year 2 follow the Mastering number programme by NCTEM to develop their understanding and knowledge of how numbers are made up.  This is taught alongside the KS1 mastery programme materials.

Overview reception

Overview year

Overview year 2

EYFS children also follow the adventures of block characters in Numberland, with the number of blocks determining which numeral they embody. A black floating number, called a Numberling, appears above their heads to show how many blocks they are made of.

Number Blocks Episodes 

Calculations

One of our school priorities has been to develop children’s skills in the four areas of calculation. A great deal of work has been undertaken in conjunction with other local schools, in developing the way we approach the teaching of calculation strategies and the images we want the children to have. The intended outcome of this work is:

  • to see children with a wider range of strategies to aid their calculation skills
  • for children to have concrete understanding of concepts and what number means before being rushed onto more formal methodology before they are ready
  • for children to have strong models and images and rely less upon abstract concepts
  • for all sectors of the school community to have the same appreciation of this approach.

For adults this can be tricky as often we only really know what we were taught at school and therefore there can be a conflict of opinion when supporting our children and they are insistent that your way is not their way. With that in mind we have produced a very brief summary of the route through each of the four operations which we hope will go some way to addressing this issue.

Addition

Subtraction

Division

Multiplication