For maths at Mill Lane, we have developed our curriculum and refined it over a number of years. We have developed a calculation policy with clear, consistent imagery and progressive models from Nursery to Year 6. This seamlessly links children’s learning to their prior knowledge which is continually built upon as they progress through the curriculum. Alongside the calculation policy, we have chosen to use White Rose Hub schemes of learning for our short-term and medium-term planning. White Rose Hub offers a small steps progression structure and an emphasis on language for Maths which we know is important for our learners to grasp. Within the calculation policy we have included further guidance on key aspects of the curriculum as it develops throughout the school including; the use of Number Blocks in Early Years Foundation Stage (EYFs) and Multiplication practise and learning in KS2, for example.
As well as using the schemes of learning from White Rose Hub, staff access their problem-solving activities including the ‘problems of the day’. We have an increased emphasis on problem solving. We’ve also shaped our curriculum to include daily arithmetic with linked problems. Other resources to deepen learning are taken from Power Maths and Classroom Secrets. This ensures that staff have access to high quality resources which offer both consistency and a range of problem-solving examples.
Our starting points for all year groups is a focus on number and place value as this underpins the numeracy learning and understanding for the rest of the year. To teach core concepts to our children, we move through a series of phases building depth of understanding and fluency. These stages are as follows: concrete (using manipulatives and objects), pictorial (where picture references and systems like bar models are used) and abstract (applying knowledge and strategies to problem solve and reason).
The children really enjoy their maths learning and we’ve seen great results in the development of children’s calculations and confidence with number.