Mathematics
Intent
At Collingwood, we want every child to develop a love of mathematics and become a confident, resilient and inquisitive mathematician. Our aim is for pupils to develop a secure understanding of mathematical concepts and recognise how maths is used in the world around them.
We provide a rich, balanced and progressive curriculum that meets the requirements of the National Curriculum. Our carefully sequenced curriculum ensures clear progression in mathematical knowledge and skills, building on prior learning and supporting pupils to achieve age-related expectations.
Through engaging and challenging lessons, we encourage children to calculate fluently, reason mathematically, solve problems and make connections between different concepts. We want pupils to develop the confidence to explore mathematical ideas, explain their thinking and apply their knowledge in a range of contexts.
By providing practical activities, real-life problems and meaningful learning experiences, we aim to demonstrate the relevance of mathematics to everyday life. We want every child to experience success, develop a positive attitude towards the subject and understand that mathematics is an essential tool for life.
Implementation
In Key Stage 1, we use White Rose Maths as the foundation of our approach to teaching mathematics. Learning begins in the Early Years Foundation Stage (EYFS), where children develop a secure understanding of numbers to 10 before progressing to numbers to 20 and beyond. Alongside number, children explore patterns, measures and shape, establishing the foundations needed for future mathematical learning.
As pupils move into Year 1 and throughout Key Stage 1, their existing knowledge is developed and strengthened through carefully sequenced small steps. Previous learning is revisited to identify and address gaps in understanding and misconceptions before pupils move on to new concepts. This ensures children develop secure foundations and are well prepared for the next stage of their learning.
In Key Stage 2, we follow a bespoke mathematics curriculum, designed to meet the requirements of the National Curriculum and respond to the needs of our pupils. Learning objectives are broken down into smaller, manageable steps, with key concepts revisited regularly throughout the year. This approach allows pupils to consolidate prior learning, deepen their understanding and build confidence over time. By carefully sequencing learning and providing opportunities for regular retrieval and practice, we support pupils to make meaningful connections while reducing cognitive overload.
Across all year groups, our teaching prioritises the development of fluency, reasoning and problem-solving skills. Pupils are encouraged to explain their thinking, explore different strategies and apply their mathematical knowledge independently.
To strengthen multiplication and division skills, pupils in Key Stage 2 use Times Tables Rock Stars to develop the speed and accuracy of their times table recall. Regular practice, inter-class competitions and special events, such as Rock Star Day, make learning engaging and encourage pupils to challenge themselves.
Pupils in Key Stage 1 and Key Stage 2 also take part in weekly Key Instant Recall Facts (KIRFs) sessions. These sessions focus on developing fluency in essential mathematical facts and skills through regular practice, retrieval and application. Pupils revisit key concepts, strengthen their understanding of basic operations and apply their knowledge to a range of mathematical problems.
Problem-solving is embedded throughout our mathematics curriculum. Each week, pupils in Key Stage 1 and Key Stage 2 explore four problem-solving questions based on a range of formats: True or False, Missing Number, Word Problems and I Am Thinking of a Number. These questions are introduced through teacher modelling before pupils have opportunities to apply their understanding independently. This consistent approach helps children develop their reasoning skills, make connections between concepts and apply their learning to unfamiliar problems.
Impact
Through high-quality teaching, a carefully sequenced curriculum and regular opportunities for practice and application, we aim for all pupils to become confident, capable and independent mathematicians.
Teachers use ongoing formative assessment through questioning, discussion, observation and the evaluation of pupils' work to identify strengths, address misconceptions and inform future teaching. Where additional support is needed, teachers adapt learning, provide targeted intervention and revisit key concepts to help pupils overcome barriers and make progress.
High expectations, appropriate challenge and responsive teaching ensure that all pupils are supported to achieve their potential. Pupils develop fluency in essential mathematical skills, a secure understanding of key concepts and the ability to reason, explain and solve problems.
Ultimately, we want our children to leave Collingwood with the mathematical knowledge, skills and confidence they need for the next stage of their education and for everyday life
Foundation Stage 1
In Foundation Stage 1, the children focus on numbers 1-5; subitise up to 3 objects, use 1:1 correspondence to count up to 5 objects and compare quantities using the language of more than and fewer than.
Children also explore the properties of 2D and 3D shapes through meaningful and practical experiences.
Foundation Stage 2
In Pelican and Phoebe, the children focus on numbers 1-10. They work on representing numbers, composition of numbers and recognising numerals to 10. The children start work on finding one more and one less and link this to real life contexts whilst using concrete objects alongside pictorial representations.
Year 1
In Neptune and Mars, children begin by focusing on numbers to 10. Children develop their understanding of addition and subtraction within 10; exploring number facts using a variety of contexts, resources, models and images. Later in the year, children then begin to work within numbers to 20 again using a variety of contexts, resources, models and images
Year 2
Orion and Royal Sovereign begin by working on number and place value, looking closely at tens and ones. They then use this place value knowledge to solve addition and subtraction problems with numbers up to one hundred.
Children also practise counting to one hundred in steps of 1, 2, 5 and 10, then use this knowledge to develop their understanding multiplication and division.
Year 3
In Year 3, the children begin exploring the place value of 3 digit numbers; they use a range of practical resources to deepen their understanding of the base ten system. The children then use this knowledge to further their understanding of addition and subtraction; initially with 2 two-digit numbers before moving onto 3 digit numbers.
As part of year 3's multiplication and division work, the children consolidate their previous work on the 2,5 and 10 times tables before moving onto the 3, 4 and 8 times tables.
Year 4
The main focus in year 4 is ensuring that children are increasing fluent with whole numbers and the four operations, including number facts and the concept of place value. We work hard to ensure that children develop efficient written and mental methods to perform calculations with increasingly large numbers.
By the end of year 4 children should have memorised their times tables up to 12x12.
Year 5
The focus in year 5 is to entend children's knowledge of the number system and place value to include numbers up to 1 million. We also aim to develop the connection that children make between multiplication and division with fractions, decimals and percentages.
Children are encouraged to use this knowledge to solve a wide range of problems.
Year 6
In Year 6, we continue to work on ensuring that children are fluent in written and mental methods for all four operations working with numbers up to 10 million. Alongside, developing children's understanding of fractions, decimals and percentages.
In May, children complete their SATs tests which assess their understanding of the full maths curriculum. In addition to assessing their understandng of place value and the four operations, the tests also include questions on measures, geometry, algebra and statistics.
