Additional support, games and activities:
Numbots – Addition and subtraction games to help with mathematics fluency for any age.
Times Table RockStars – Times table and division games to be used from Year 3 onwards, an excellent way to practise these key skills.
BBC Bitesize – click on the keystage, then the subject you are interested in.
Topmarks – games and activities, including foundation stage.
NRich – activites for all ages, enriching mathematics.
Mathletics – engaging, supportive and targeted to the National Curriculum, from Foundation
Stage upwards.

Progression plans

Reception – following White Rose Maths scheme of learning

Mathematics Progression Plan Years 1-6

Mathematics Curriculum Information 

At Icklesham Church of England Primary School and Nursery we follow a Mathematics Mastery approach, believing that all children have the potential to succeed and access the same curriculum content.  Maths is an essential skill in everyday life, so we aim to develop and improve children’s ability to reason, problem solve, work systematically while also improving their logical thinking skills.

We have adopted the maths mastery approach using White Rose Maths as our main scheme of work. The programme provides planning support for an ambitious, connected curriculum accessible to all children right through from Year 1 up to Year 6. The maths curriculum at Icklesham is planned and sequenced so that new knowledge and skills build on what has been previously taught.

In EYFS we use the White Rose Maths scheme of learning and adapt lessons and resources for our school.

We teach our Early Years children through a play-based curriculum in which they can explore and develop their mathematical understanding. Indoor and outdoor learning opportunities are readily available to all children through continuous and enhanced provision.

As part of our planning and lessons, we use NCETM’s (National Centre for Excellent in the Teaching of Mathematics) Five Big Ideas In Teaching for Mastery:

Coherence

Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others

Fluency Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics

Variation

Varying the way a concept is initially presented to students, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged. (NCETM)

Our whole school approach to the teaching and learning of maths involves the following.

• From Year 1 through to Year 6, maths is taught daily using the White Rose Scheme of Work as a base. Teachers deliver a maths mastery curriculum that is engaging and meets the needs of all children through scaffolding, manipulatives and quality first teaching.
• In EYFS, maths is taught daily using the White Rose Maths Scheme of Work as a base. Children’s learning is developed through purposeful play based experiences which are represented in a variety of indoor and outdoor environments. 
• Children learn mathematics through the ‘Concrete, Pictorial, Abstract’ approach. Children will use manipulatives to represent mathematical concepts as well as being exposed to pictorial representations and abstract representations (i.e. numerical symbols).

Teachers model different ways of representing solutions to a problem in order to develop children’s conceptual variation and reasoning skills. Children are encouraged to move between these in order to fully understand a mathematical concept. A wide range of accessible resources are used to challenge all children and give them the chance to reason and explain their maths learning and knowledge.

• Whole class feedback is used to support all learners and to address common misconceptions. 
• Children’s mathematical skills are also enhanced through the learning planned for other curriculum subjects and included in our outdoor learning.
• Teachers use stem sentences to give the children the tools to articulate their understanding using key mathematical knowledge and vocabulary. With the children we create “working walls” to prompt, embed and review their learning visually.
• In Years 1-6, regular maths meetings are planned to practise fluency in aspects of maths not currently being taught in maths lessons or need revisiting as a result of assessment.
• We use Times table RockStars and Numbots to set weekly homework relating to children’s current learning to review and support their understanding.

At Icklesham Church of England Primary School and Nursery the impact is that all children build solid foundations in their understanding of maths, learning through a maths mastery approach.

As a result of this, we will have achieved a number of targets:

• Engaged children who are all challenged appropriately.
• Confident and articulate children who can all talk about maths and how it may link to other concepts or areas of the curriculum.
• Lessons that use a variety of resources to support learning across the school, including CPA and outdoor learning areas.
• Children who can represent and explain different maths concepts in a variety of ways.
• Learning that is tracked and monitored to ensure gaps are addressed and children build on previous learning.