Mastering Maths through creativity and imagination.

Early Years Foundation Stage

Mathematics is one of the areas of learning and development in the EYFS. The Early Years Foundation Stage follows the guidance material “Development Matters” to support implementing the statutory requirements of the EYFS.

Each day the children experience an adult-led whole- class Mathematics session. These sessions are then further developed with a range of activities and resources available both inside and out, where children can initiate child led numeracy activities as well as participate in organised challenges.

Key Stage 1 and Key Stage 2

Objectives are taken from the Mathematics Programmes of Study laid out in 2014 and Mathematics will be taught each day for 1 hour. Complete and consistent coverage of curriculum objectives is organised and agreed, whilst ensuring staff are supported to teach responsively and tailor topic teaching sequences to meet the needs of their class and particular learners.


Work will be carried out in squared Maths books and where work is practical, photos will be taken and recorded in books to create a portfolio of learning for children to be proud of.

Children’s work will also be recorded onto work sheets, designed by teachers. These worksheets consolidate children’s maths skills, use and apply in enriching contexts and finally provide opportunity to master the taught skill, through use of diagrams, reasoning and mathematical communication. The aim and result is to secure children’s maths skills, equipping them with a depth of understanding, whereby they can utilise the skill in an adaptable way with their own initiative, as opposed to just using one method and context.

There will be evidence of all types of Mathematical learning in all year groups and the different maths skills that are acquired will be used across the curriculum. Wherever possible, mathematics will be linked to real life situations and cross-curricular links will be made.

We set work that is challenging, motivating and engaging. This means that children will always be working at a level of challenge that is appropriate to the End of Year Expectation as set in the National Curriculum 2014. A lesson may frequently not include whole class teaching as all children will need to be taught at their own level through the use of Teaching Assistants, ICT through ‘My Maths’, independent tasks and collaborative activities.

Marking of pupil work is in line with the policy using ‘green for go’ and ‘pink for think’, it is developmental and used to move children’s leaning on at all times. Work is marked daily, and often using ‘live marking’ so children can see their mistakes, achievements and be challenged by the next step in their learning. In this way, misconceptions are picked up quickly and addressed during that session or by the next session.

Time is given for children to respond to marking and consider their own learning, achievements and next steps.

Children are formally assessed in mathematics termly using single level assessments (which will assesses against the 2014 National Curriculum End of Year Expectations) to inform teacher assessments. Teacher assessments are given to the co-ordinator and SLT every half term and children not making the required progress are flagged up at pupil progress meetings with notes about their barriers to learning along with plans to address these.

Provision for children with special needs is made through differentiation, adult support and individual targets. Provision for more able learners is offered through mastery and enrichment activities created by teachers for individual learners to deepen and secure their skills.