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Our aim is for all children to be enthused and challenged through an active and first-hand experience in mathematics.
At Hunter’s Bar Infants, we teach mathematics so that all pupils develop their understanding and skills across the mathematics curriculum. Mathematics is taught in a structured way following the 2014 National Curriculum. Throughout their time at Hunter’s Bar Infants, children will have the opportunity to explore the mathematics curriculum using a range of resources and methods. All learning is put into a real-life context where possible to help children understand the role of mathematics in the world around them.

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

At Hunter’s Bar Infants, we use a variety of teaching and learning styles in our Mathematics lessons. Our principal aim is to develop children’s knowledge, skills and understanding in a practical and skills based manner.

Differentiation, Mastery and Special Educational Needs
Through differentiated questioning, resources and activities, we ensure that all children are able to access the learning. In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs or groups on open-ended problems or investigations. We use classroom assistants to support some children and to ensure that work is matched to the needs of individuals.
Children with specific learning needs in mathematics take part in intervention programs such as ‘Talk 4 Maths’, ‘First Class @ Number’, precision teaching and consolidation groups. These are all run by specialist teachers and teaching assistants. Children are placed in these groups after discussions with the class teacher and SENCo. Each intervention is monitored and tailored to the groups’ specific needs. Additionally, children who do not have English as a first language are pre-taught any specific vocabulary prior to any maths topic.

Teaching of Mathematics
Mathematics is taught daily throughout the school and includes the teaching of number, calculations, problem solving and weekly investigations. We follow the National Curriculum 2014 to ensure requirements of the programmes of study are covered. We ensure that there is progression throughout each week and year group, as well as throughout the school.

Early Years
Mathematics is taught in the school from Foundation Stage through to Year 2. In Early Years Foundation Stage, plans are taken from the Foundation stage of the National Curriculum. The mathematical aspects of the children’s work are related to the objectives set out in the Early Years Learning Goals. All the children are given the opportunity to develop their understanding of number, measurement, pattern, shape and space through a rich curriculum involving a variety of indoor and outdoor learning, allowing them to explore, enjoy, practice and talk confidently about mathematics. Mathematical language is introduced and encouraged from the beginning of their learning to support their understanding and to help them discuss their own learning.

Key Stage One
In key Stage One, our medium term plans give the main teaching objectives for each week. They ensure an appropriate balance and distribution of skills across each term, allowing children to progress throughout. The weekly plans list the specific learning objectives and give further details on the coverage in each lesson.
Early morning work gives the opportunity for children to practice their arithmetic skills.

Displays and Resources
There are a wide range of resources to support the teaching and learning in mathematics across the school. All classrooms have a range of apparatus appropriate for the learning they will undertake, with further resources available for the whole school to use. Children are encouraged to select the resources they may need to encourage them to become confident and independent mathematicians.
Within each class mathematical vocabulary, relevant to the year group, is displayed and referred to regularly during mathematics lessons. Displays are used to promote a positive and inquisitive attitude towards mathematics in the school.

Home Learning
Maths is regularly included in the home learning menu. Tasks will often be linked to the learning from that half term but may also be an opportunity to review and apply skills from previous topics.

Assessment and Recording
Ongoing formative and summative assessments take place alongside teacher moderation. Teachers meet with the Senior Leadership Team regularly to examine pupil progress. Structured feedback is given to children to both acknowledge their successes and provide extra challenge so that they are clear in their next steps.

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