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Aims for Mathematics at Fleetdown

We aim that each child should develop a positive attitude to mathematics, with a wide range of mathematical skills and concepts which they can apply with confidence and enthusiasm. Each child will gain experience of mental and written methods and identify when and how to use technology to assist their calculations and investigations. Each child will be taught mathematical skills through a concrete, pictorial and abstract approach. 


Key skills, knowledge and understanding in mathematics are taught according to the National Curriculum.  The National Curriculum objectives for each year group have been used to create three ‘Number’ PASS cards and three ‘Shape and Measure’ PASS cards per year group plus ‘Mastery’ cards. These PASS cards are used for planning and assessment.  In Key Stage 1 and 2 teachers use the Maths No Problem text books, to support the National Curriculum requirements, to plan, teach and assess mathematics. In EYFS, teachers use Maths Makes Sense approaches to teaching, along with the hands on approaches promoted in the Maths No Problem textbooks.


Every child is taught a daily maths lesson as well as regular investigation and mental maths work.


  Early Years Foundation Stage

 The EYFS assessment profile is concerned with counting and recognising numbers, adding and subtracting and  problem solving involving ‘real life’ money.   Also, with comparing and ordering measures, exploring pattern,    shape and space, and reasoning about shapes.


 Opportunities for teaching mathematics are planned throughout the day during different activities, including the  use of Maths Makes Sense and Maths No Problem approaches. Both of these schemes promote the use of  apparatus to support and enhance the children’s understanding of counting. For example, the use of cups and  cubes to physically count out objects, as well as the use of tens frames and egg cups to promote making ‘base 10.’  These sessions are either taught as a whole class or in differentiated groups.  The majority of activities incorporate  children’s play, for example songs and rhyme. Maths activities are always present during child-initiated play.


 ICT is utilised including the use of various computer programs.  The Beebots are used in the teaching of positional  language and ICT equipment is used for problem solving.


 Recording is taught as a process of reflecting the activities undertaken and a natural way to recall them (e.g.  number stories about an activity). When appropriate and when they have a firm foundation in mathematical  concepts



Key Stage One (Years 1 and 2)

Teaching of mathematics takes place either as a whole class or in small groups, led by teachers or teaching assistants. Children are not taught in ability groups, as each child is given the opportunity to access the same concept as their peers through carefully planned and resourced activities. Children that do struggle to access lessons are given extra interventions outside the mathematics lesson.


During the start of the lesson, children rehearse, sharpen and develop mental and oral skills (for example through counting, chanting and problem solving activities) through the use of an ‘Anchor Task.’ This task is linked to the main learning in the lesson and promotes independence and reasoning skills.  


During the main teaching time, mathematics is taught, consolidated and extended, in line with the Maths No Problem scheme. Each lesson contains an ‘Anchor Task’, ‘Guided Practice’ and ‘Independent Task.’ Children are encouraged to explore skills through apparatus, then pictures and then in their abstract form. New vocabulary is developed and concepts and skills are used and applied. Children are taught to ‘master’ a skill before moving on – this ensures deepened understanding.


Children are given clear success criteria to allow them to understand how to make good progress in the lesson. Lessons are linked to the PASS cards suitable for their class and the teacher works with targeted groups, often varied during the week.


During the plenary, children present and explain their work, and the teacher summarises what has been learnt linking this to the lesson objectives. Children are encouraged to self-assess verbally in Key Stage One, or to use a traffic light or smiley face rating system. This encourages children to reflect on their work from the lesson.


Key Stage Two

In Key Stage Two, lessons are based around the National Curriculum for Mathematics and incorporate teaching from the Maths No Problem scheme. Teachers adapt their planning and teaching to meet the needs of the individual children within their class; differentiating teaching,  activities,  input  and  support provided.


In Years 3 and 4 pupils are taught in class groupings, whilst pupils in Years 5 and 6 are taught in ability sets. Children behind age expectations are identified on provision maps and are given extra interventions. These interventions work on PASS card targets appropriate to each individual. Personalised targets ensure every child makes progress, including those with an EHCP.


In Year 6, teachers use a range of resources which they select to meet the aims and objectives of the National Mathematics Strategy and the needs of all children in the year. Children are set in ability groups and streamed, meaning children can work with peers of similar ability.  Provision is also made for the lower and higher ability groups through, for example, adult support and differentiated work.


Lessons in Key Stage Two follow the same routine as Key Stage One – Anchor Task, Guided Practice and Independent Practice. Pupils are taught to be independent and to develop their reasoning skills. Teachers promote these skills by developing each skill through a concrete, pictorial and abstract approach.


 Objectives are made clear to the children, and displayed on the board along with clear success criteria to allow  them to understand how to make good progress in the  lesson.    Links with previous  teaching  are  made,  when  appropriate, and pace is maintained by keeping all the children interested, motivated   and   on-task   using   differentiated   questions   and   advanced questioning skills. Pupils are involved interactively through carefully  planned questioning, discussion and encouraging the children to offer their methods and suggestions for  discussion.   Misunderstandings are identified and corrected, and mistakes are used as positive teaching points.


Objectives are reinforced in the plenary and misconceptions are addressed. Questioning, marking and assessment inform planning for subsequent lessons


Below is a summary of the objectives taught in each year group.