Curriculum 

Mathematics

At Diss Infants we endeavour to teach our children a rich and progressive curriculum.  We believe that Mathematics educates us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems.  In our school we want to help children to understand and appreciate the pattern in both number and space in their everyday lives in and out of school.  We encourage the children to develop these key and fundamental skills through their growing knowledge and understanding of the world.

In EYFS, the teaching of maths follows the ‘Development Matters’ guidelines for the age and stage of children in our care, moving onto the Statutory EYFS framework for maths by the end of the Reception year.  We ensure the children develop their mathematical knowledge and understanding through whole class, small group and 1:1 activities, and through many varied learning experiences in the settings.

In KS1, the National Curriculum for primary mathematics has three aims that should be at the heart of how we interpret the content of the curriculum.

Conceptual understanding and Fluency

In developing children’s skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding and their ability to recall and apply knowledge rapidly and accurately.

Mathematical reasoning

The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to communicate and present their findings effectively using appropriate mathematical language, and to make connections within Maths as they learn.

Problem solving

At our school mathematics is integral to all aspects of life and it is with this in mind that we endeavour to ensure that children develop self-confidence in their ability to approach a range of mathematical problems.

By providing opportunities to apply their mathematical skills in different context and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.

Teaching of mathematics follows the National Curriculum and reflects changes introduced in 2014.

Assessment

• In EYFS, children are assessed against the age and stage statements as set out in ‘Development Matters’ and then the statutory Early Learning Goals at the end of Reception. Judgements are made through careful observations of the children in a variety of independent and adult led activities.
• In KS1, levels are no longer used to assess children and instead teachers will make judgements about the children’s numeracy in relation to age related expectations as set out in the new curriculum.
• Assessment for learning is used throughout the school and the use of questioning, observation and marking will continue to be key parts of formative assessment.
• Statutory assessments take place a the end of EYFS (Reception) and at the end of Year 2.

Monitoring

Mathematics is led by our maths leader and in conjunction with the head teacher and deputy head teacher, we aim to monitor maths beyond summative assessment with:

• Learning walks
• Scrutiny of maths books
• Pupil perceptions of maths
• Lesson observations
• Planning reviews