In Maths at Welford, we look to develop children who in their mathematical learning are:

• brave (enjoy challenges and learn from mistakes),
• active (talk, draw and use equipment),
• creative (search for alternative strategies and solutions) and
• look back (check workings, make links & learn from others).

[Thank you to Gareth Metcalfe of iSee Maths for this list of attributes]

Therefore, we aim for our children to have become, by the time they head to secondary school, mathematicians with the skills and confidence necessary to solve a range of problems through fluency with numbers and mathematical reasoning. We also encourage them to see the mathematics that surrounds them every day and enjoy developing vital life skills through their mathematical learning.

To help us in this process, over the past couple of years we have worked closely with our local Maths Hub to help develop 'teaching for mastery' in Maths at Welford.

Mastering maths means aiming for our children of all ages to acquire a deep, long-term, secure and adaptable understanding of the subject. This is achieved using a range of teaching strategies, most notably small steps of learning, careful variation of concrete, pictorial and abstract representations and well-planned, probing questioning.

Research shows that children taught following a mastery approach have a much deeper and more connected understanding of mathematics and can not only carry out procedures, but understand and explain the maths underpinning them too. The approach is based on a large amount of research, some of the key articles can be found here on the NCETM website: https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/supporting-research-evidence-and-argument/

Our vision for mathematics at Welford is that all our children can become mathematicians. Through a focus on teaching for mastery, all children can, with the right support and scaffolding, succeed in maths and learn the necessary skills. A key element of this is through developing a shared language in maths. Teachers use correct mathematical vocabulary and encourage children to do the same, rather than simplifying terms to make it “easier”. Children of all ages are expected to discuss, reason about and explain their methods and answer verbally or in writing. This accelerates their language skills as well as deepens their understanding of the mathematical concept.

The three aims of the NC should be addressed every day (not just in the maths lesson):

Fluency – Reasoning – Problem Solving.

To help us in developing a high quality maths curriculum and help children achieve 'mastery' in Maths we use a range of practical and printed resources, including the iSee Maths resources (of Gareth Metcalfe), but the basic structure for our maths curriculum is provided by the new Oak Academy plans (based on the NCETM planning overview and written in line with Ready to Progress criteria), alongside the twelve reasoning structures developed by the Sense of Number consultancy. Together with high quality teaching (based on mastery principles and lesson structure) they help ensure our maths teaching is progressive, builds on and extends past learning and contains appropriate breadth, depth and challenge. 

Number Sense Maths

Children need to be fast and efficient mental mathematicians with regards to addition and subtraction calculations. They also need to be fluent in solving these questions with any required method. To support this, we have introduced the Number Sense Maths programme, which is a systematic and structured approach to teaching early addition and subtraction skills. Just as early reading skills are taught with a structured phonics programme, so should early maths skills.

The programme includes stages such as subitising, adding 1, adding 0, making and breaking numbers to 10, addition and subtraction of numbers below 20 and then applying this to larger 2-digit numbers. Short lessons follow a structure of some explicit teaching using an animation and also carefully designed practice questions for the children. These lessons take place right at the start of most weekday mornings.

Some of the stages are taught in Year 1, some in Year 2 and some will be used for revision in the first term of Year 3.

After Christmas in Year 3 (and throughout year 4), our children then move onto the Times Tables programme within Number Sense Maths to develop their fluency and conceptual understanding in relation to multiplication and division. This is also delivered in short, structured lessons at the start of most school days.

By the end of year 4, children should be proficient in all of their times-tables up to 12x12. In the summer term, the children in year 4 sit the Multiplication Tables Check (MTC) to test their knowledge of times-tables. To support their learning, speed of recall and continued practise of times-tables, we use Times Table Rockstars (TTRS). This is an online platform where children engage in a range of games to improve their speed and accuracy with times-tables. 

Prior to learning their times-tables, children need to become proficient in their basic addition and subtraction skills (as detailed above in Number Sense Maths). To support this, we use Numbots. This is linked to TTRS, but children compete this time to become faster and more efficient at their basic number bonds.

All children are encouraged to practise on the relevant game daily at home and weekly at school. They should continue with this practice regularly to improve their speed of recall and accuracy during both year 5 and 6.

Mathematics in EYFS 

Our maths curriculum in Reception supports the ethos of the EYFS whilst at the same time enabling teachers to create a mathematically rich curriculum that feeds directly into year 1 and the Key Stage 1 Mathematics curriculum. Additionally, it allows for key mathematical concepts to be revisited and developed further across the year.  

This curriculum is principally based around the Number Sense Maths Early Years programme that aims to develop a deeper sense and understanding of numbers and the number system, while also utilising elements of the White Rose Maths EYFS scheme of work, especially when topics relate to developing children's understanding of shape, measure and spatial thinking.