‘Mathematics has beauty and romance. It’s not a boring place to be, the mathematical world. It’s an extraordinary place; it’s worth spending time there’

Marcus  du Sautoy

Intent
We believe that it is essential for pupils to develop a sound understanding of Maths, giving them footholds and
equipping them with the skills of calculation, reasoning and problem solving that they will need in future life. We want to reach further through the teaching of maths and inspire pupils to see the beauty in mathematics, to open their eyes and make links of number and pattern in the world around them and to apply it with enthusiasm and excitement. We want to ignite positivity through understanding, and a willingness to see the future applications of mathematics should a child wish to follow that path.

Mathematics is a tool for everyday life. It is a whole network of concepts and relationships which provide a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. It also provides the materials and means for creating new imaginative worlds to explore.

Our Aims

We will support our children to:

• develop confidence in their mathematical ability and an awareness of the fascination of maths;
• become proficient, competent and confident in with a range of mathematical knowledge, concepts and skills;
• develop the ability to solve problems, to reason, to think logically and to work systematically and with accuracy;
• develop and use imagination, initiative, flexibility and deep mathematical thinking as effective problem solvers;
• effectively choose, use and apply mathematics across the curriculum and in real life.

The Curriculum

The maths curriculum for all year groups at Baydon St Nicholas uses the White Rose scheme and materials. While the curriculum encourages a clear focus on problem solving and the skills of using and applying mathematical understanding, it also provides clear progression in small, manageable steps.

Class Teachers use the materials to plan tailored units of work which incorporate practical “hands on” experiences, games, ICT opportunities, group tasks, investigations and a range of real life contexts which develop both mathematical understanding and problem solving skills.

Most pupils are taught maths in their year group. Teachers will work with a combination of individuals, small groups or the whole class depending on the focus. Pupils with additional needs are supported to work with their year groups, and additional catch up support is given when needed in-house.

Which calculation methods will my child be taught?

Below you will find the White Rose Calculation policies. The policies, which we use, lay out the progression of calculation methods for pupils as they progress through school.

Addition and subtraction calculation policy

Multiplication and Division calculation policy

Maths in EYFS

Mathematics educational programme (taken from the EYFS Framework 2024):
‘Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.’

Early learning goals that link to maths:
 
EYFS Mathematics
ELG Number 
Have a deep understanding of number to 10, including the composition of each number.
Subitise (recognise quantities without counting) up to 5.
Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG Numerical patterns
Verbally count beyond 20, recognising the pattern of the counting system.
Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other Quantity`.
Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally

In reception we use White Rose Maths for planning. The lessons are always hands-on, and based on concrete, pictorial and abstract methods where possible.

• In foundation stage pupils also:Sing lots of number songs and rhymes whilst learning to count forwards and backwards.
  Learn all about shapes and their properties so that they can describe them in simple terms.
  Use a range of equipment to explore capacity, weight, size and money in real-life situations (such as tape measures, balances, water toys, a till and real coins).
  Learn number facts such as number bonds and doubles to enable fast recall.
  Practise counting regular and irregular arrangements of objects accurately.
  Learn how to add two numbers together and how to subtract a small number from a bigger number.
  Have daily opportunities to practise their maths skills indoors and outdoors in child-led provision.
  Are taught how to write numerals.
  Play lots of games in order to practise counting and recognising numerals.
  Learn how to put numbers in the correct order on a number-line.
  Take part in reasoning and problem-solving activities appropriate to their age.