Queen Edith Primary School: Mathematics Subject Statement
At the Queens’ Federation we aim to foster ‘Learning for Life.’
We will provide a rich, relevant and inspirational curriculum that promotes a lifelong love of learning and equips our pupils with the key knowledge and understanding, skills and personal qualities that they will need to thrive in a rapidly changing world. Our curriculum is designed to be relevant to our children and is linked to the context of our school and the local community.
At Queen Edith Primary School, we want all pupils to achieve confidence, competence and enjoyment in mathematics. The fundamental idea is that all pupils develop a deep understanding of the mathematics. This is central to the planning and provision of mathematics. Learning is carefully sequenced, taking into account what has been taught before, and what knowledge and skills are needed for the next stage of each child’s mathematical development.
Three key aims at the heart of our mathematics curriculum are for pupils to:
- be fluent in the fundamentals of mathematics
- reason mathematically
- solve routine and non-routine problems with increasing independence.
Key features of our approach:
- Children progress through the curriculum content at the same pace.
- Teachers reinforce an expectation that all children are capable of achieving high standards in mathematics.
- Children are taught through daily whole-class teaching, where the focus is on all pupils working together on the same lesson content at the same time.
- Daily fluency sessions support the retention and recall of key number facts.
- Teaching is underpinned by a small-steps mastery approach and supported by carefully crafted lessons, resources and representations to foster deep conceptual and procedural knowledge.
- Differentiation is achieved through the provision of step forward and step back activities within the majority of lessons.
We are a Teaching for Mastery school and this approach is implemented and supported through the use of the NCETM Spines, White Rose Mathematics scheme and the NCETM Mastering Number Programme in Reception and KS1. Teachers will also carefully select other resources to support their teaching to ensure an enriching curriculum which is in line with the Teaching for Mastery ethos. For example, NRich or I See Reasoning tasks. Through the use of these resources we ensure that:
- Teachers introduce new concepts in a coherent sequence using a mastery approach.
- Concepts are taught through high quality mathematical models and representations.
- Mathematical models are consistently used through school.
- Teachers are supported with their subject knowledge.
At Queen Edith Primary School, pupils leave us as knowledgeable, skillful and confident mathematicians ready for the next phase of their learning. They are able to quickly recall facts and procedures and have the flexibility and fluidity to move between different contexts and representations of mathematics. Our pupils have the ability to recognise relationships and make connections in mathematics and can demonstrate a skill in multiple ways, using mathematical language to explain their ideas. Pupils recognise the importance of mathematics in the wider world and are able to use their mathematical skills and knowledge confidently in a range of different contexts.
Our mathematics teaching in Key Stages 1 and 2 is based upon the National Curriculum – Mathematics – Programmes of Study document. This covers the full range of mathematics taught at primary school: number and place value, addition, subtraction, multiplication and division, fractions (including decimals and percentages), ratio and proportion, algebra, measurement, geometry (shape, position and direction) and statistics (tables, charts and graphs). The termly progression within each year group at Queen Edith is set out in the following documents:
For more information please click on the link to view our Maths Policy on our Policies page.
In Reception, mathematics is linked to the Early Learning Goals outlined in the Early Years Foundation Stage Statutory Framework, providing children with opportunities to develop and improve their mathematical skills. The prime areas of Communication and Language, Physical Development and Personal, Social and Emotional Development, and strengthened and applied in the specific area of mathematics. Children are supported to enable them to count reliably, place numbers in order and say which number is one more or less than a given number; children count on and back to add and subtract small numbers and solve problems involving doubling, halving and sharing. Children also talk about size, weight and other measures using everyday language; they recognise, create and describe patterns, and explore objects and shapes using mathematical language.
Children at Queen Edith have many opportunities to challenge themselves mathematically, whether working with a Stimulus student from Cambridge University, competing against children from other schools, or just trying to beat the high scores in maths games. Each year, many of the Later Years children sit the Mathematical Association Primary Maths Challenge Paper, with some progressing to the Bonus Round. Recently, a team of children won the regional heat of the Cambridgeshire Year 5 Mathematics Challenge and went on to compete in the final held at the Duxford Imperial War Museum. Queen Edith also hosts one of the Maths Net masterclasses for children from schools around Cambridge.
Information and Resources for Parents
The Queens’ Federation Maths Calculation Policy describes the progression in the methods of calculation taught within the Federation, particularly relating to addition, subtraction, multiplication, division, fractions, decimals and percentages.
On the National Numeracy website you can find a wealth of ideas for ways in which you can support your child’s maths at home.
Examples Of Learning
In Year 1, we have been looking at place value within 10. Children have been looking at representing numbers up to 10 in different ways as well as counting forwards and backwards. Year 1 children have been introduced to the greater than and less than symbol to help compare objects and numbers.
On Tuesday 22nd February 2022, it was Twosday as the date was 22.2.22! In Year One we were thinking all about counting in 2s. We started by thinking about counting in 2s and how high we can go. After that, we looked at the numbers in the 2 times tables, we had a discussion to see if the numbers are odd or even. We then practiced counting in 2s using our multilink cubes and finally we used a 50 square to colour in all of the 2 times tables. Some children noticed it was a stripey pattern!
Year 2 have been using a variety of resources, like Base-10 and place value counters to represent two-digit numbers. They also practised using money as part of their High Street shop experience.
In Year 3, the children have been using base 10 and place value charts to practise exchanging 1 ten for 10 ones, or 10 tens for 1 hundred. We need to do this when we are adding or subtracting two- and three-digit numbers.
Year 6 have been practising subtracting numbers across 0 by carrying out a negative numbers investigation using dice.
Coleridge Maths Quiz
A Year 6 Student reports …
“On Wednesday 29th of September, 12 students from Queen Edith Year 6 competed in a mathematical quiz which took place at Coleridge Community College. The 12 of us took part as two teams of six against participants from other local schools. There were three rounds, starting with number puzzles, then number crosswords and lastly a relay race which got our hearts beating fast. We had to work together as a team and be speedy with our arithmetic.”
After all their hard work it was finally revealed that the two Queen Edith teams had come first and second! Congratulations to everyone who took part – we can’t wait to have the engraved trophy presented!