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Meridian Primary School Mathematics
We aim to develop lively, enquiring minds encouraging pupils to become self-motivated, confident and capable in order to solve problems efficiently. Lessons are planned and delivered with our curriculum drivers in mind.
Resourcefulness – Children are taught to be resourceful and given plenty of opportunities to put this into practice. They use diagrams, objects, other people, displays and learning walls to support them with their learning.
Reflectiveness – Children are encouraged to reflect on their learning and be aware of their strengths and areas for development.
Research – Children have opportunities to explore and test out mathematical ideas.
We follow the progression of the National Curriculum for mathematics and use the White Rose documents and resources to support this. We aim 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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems (Fluency).
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language (Reasoning).
• 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 (Problem solving).
EYFS
The programme of study for the Foundation stage is set out in the EYFS Framework.
At Meridian we enable children to develop a deep understanding of numbers to 10, including the composition of each number. Children are taught to subitise (recognise quantities without counting) up to 5; automatically recall number bonds up to 5 and some number bonds to 10, including double facts. Children 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.
Key Stage 1
The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value.
When classes include mixed Year 1/2 children teachers are flexible in their approach, depending on the maths themes they are covering. Sometimes the children will join together for the input and then do different activities. Whereas, at other times the Year 1 and Year 2 children will receive separate input.
Lower Key Stage 2
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Upper Key Stage 2
The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.
Teaching and Learning
With the exception of EYFS each class organises a daily lesson of between 45 and 60 minutes for mathematics. EYFS ensure the children learn through a mixture of adult led activities and child initiated activities both inside and outside of the classroom.
The curriculum is delivered by class teachers. Work is differentiated in order to give appropriate levels of work. Secure mathematical skills and conceptual understanding will be broadened and deepened through challenge and investigative approaches. Lessons that are planned in advance are adjusted on a daily basis to better suit the arising needs of a class and individual pupils. Teachers are supported by the White Rose progression, planning and resource materials.
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