In the Early Years Foundation Stage (EYFS), we work towards the Early Years Goals in Number and Numerical Systems.
Mathematics development involves providing children with opportunities to: practise and improve their skills in developing a deep understanding of numbers to 10, subitising, counting verbally beyond 10, comparing quantities to 10 in different contexts and comparing and distributing equally.
We continually observe and assess children against these areas using their age-related objectives then plan the next steps in their mathematical development through a carefully planned curriculum. There are opportunities for children to encounter maths throughout the EYFS (both indoors and outdoors) – with both adult-led and child-initiated activities and the self-selection of easily accessible quality maths resources.
At Silverdale, we use White Rose Maths in Years 1-6 to deliver the core content of our mathematics curriculum. Lessons are planned and delivered sequentially and progressively, enabling children to build upon prior knowledge.
Lessons are taught in stages:
1. Teacher modelling: Teachers model specific strategies explicitly and ‘think out loud’ through the entire process so that children understand the thought process of the teacher.
2. Guided Practice: During this stage, children work collaboratively under the guidance of the teacher to complete challenges similar to those modelled by the teacher. Modelled learning is displayed for children to use during the lesson. New vocabulary is explained. This stage provides staff with an opportunity to carry out formative assessments of how well the new content has been understood. For some children, additional examples will be provided so that they can continue learning with additional support. Manipulatives may also be used to support children’s ability to understand particular concepts.
3. Independent Practice: For those children who are deemed to have understood the new learning, move on to carefully structured challenges. Challenges are progressive ranging from questions that provide opportunities for children to practise and apply their conceptual and procedural knowledge to challenges that challenge pupils, allowing them to explore, apply and deepen their learning and ability to reason mathematically.
Each day, children in Y1-6 complete daily arithmetic – an opportunity to revisit and practise previously taught mathematical concepts. This daily arithmetic session also allows the teacher the opportunity to assess how well children have understood, and are able to recall, previously taught content.