At Gilbrook Primary School we pay great attention to the teaching of mathematics across both key stages.  There is a strong emphasis on reasoning and problem solving and we try to investigate this area of maths from a practical point of view, relating problems to everyday situations, where possible.

The National Curriculum 2014 states that:-

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The National Curriculum for mathematics aims to ensure that all pupils:-

• Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
• Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of problems with increasing confidence, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

With this in mind, the purpose of mathematics at Gilbrook is to develop:-

• positive attitudes towards the subject and awareness of the relevance of mathematics in the real world,
• competence and confidence in using and applying mathematical knowledge, concepts and skills,
• an ability to solve problems, to reason, to think logically and to work systematically and accurately,
• initiative and motivation to work both independently and in co-operation with others,
• confident communication of maths where pupils ask and answer questions, openly share work and learn from mistakes,
• an ability to use and apply mathematics across the curriculum and in real life,
• an understanding of mathematics through a process of enquiry and investigation.

At Gilbrook we aim to provide a stimulating and exciting learning environment that takes account of different learning styles and individual additional needs and uses appropriate resources to maximise teaching & learning. We use a variety of resources to plan our lessons, including White Rose Maths Hub and Power Maths.White Rose supports the ideal of depth of knowledge before breadth. It supports pupils working both individually and as a group and provides plenty of time to build reasoning and problem solving elements into the curriculum.These schemes provide teachers with exemplification for maths objectives which are broken down into fluency, reasoning and problem solving (key aims of the National Curriculum 2014).  They support a mastery approach to teaching and learning and have number at their heart. Below are the long-term plans that we follow to ensure full coverage of all areas of mathematics.  

Maths Curriculum Long Term Plan – 2023/2024

Gilbrook School

EYFS
Autumn	Spring	Summer	Life Skills
Number	Number	Shape, space and measure	To follow our visual timetable independently.
Number	Number	Shape, space and measure	To line up in the correct order and in the correct place.
Number	Number	Shape, space and measure	To be able to discuss and sequence personal experiences.

YEAR 1
Autumn	Spring	Summer	Life Skills
Place Value	Shape	Time	Times of the school day. Visual timetable
Addition and Subtraction	Money	Place Value	Beginning to use vocabulary associated with hours and minutes.
Multiplication and Division	Place Value	Weight and Volume	Beginning to identify the times of events in the school day, i.e. lunch is at 12 o’clock.

YEAR 2
Autumn	Spring	Summer	Life Skills
Place Value	Properties of Shape Statistics	Time	Understanding left and right.
Addition and Subtraction	Money	Mass, Capacity and Temperature	Following simple directions.
Multiplication and Division	Fractions	Position and Direction	Understanding different coins and their value.

YEAR 3
Autumn	Spring	Summer	Life Skills
Place Value	Length and Perimeter	Money	Times of the school day. Visual timetable.
Addition and Subtraction	Fractions	Properties of Shape	Beginning to use vocabulary associated with hours and minutes.
Multiplication and Division	Time	Mass and Capacity	Learning to use a tape measure/scales during outdoor learning activities.

YEAR 4
Autumn	Spring	Summer	Life Skills
Place Value	Length, Perimeter and Area	Money	Learning to understand the difference between 12 hour and 24 hour clock.
Addition and Subtraction	Fractions	Properties of Shape	Understanding how to count the correct change in a practical context.
Multiplication and Division	Time	Decimals	Learning to use a tape measure/scales during outdoor learning activities.

YEAR 5
Autumn	Spring	Summer	Life Skills
Place Value	Perimeter and Area	Percentages	To be able to write down the correct time in different ways.
Addition and Subtraction	Fractions	Statistics	To be able to work out how to double and half everyday objects.
Multiplication and Division	Decimals	Position and Direction	To be able to follow their own timetable in preparation for transition.

YEAR 6
Autumn	Spring	Summer	Life Skills
Place Value	Algebra	Ratios	Times of the school day. Visual timetable
Addition and Subtraction	Percentages	Problem Solving	Beginning to use vocabulary associated with hours and minutes.
Multiplication and Division	Decimals	Weight and Volume	Beginning to identify the times of events in the school day, i.e. lunch is at 12 o’clock.

Maths Key Performance Indicators
Band 1	Band 2	Band 3	Band 4	Band 5	Band 6
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number	Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward	Count from 0 in multiples of 4, 8 50 and 100; find 10 or 100 more or less than a given number	Count in multiples of 6, 7, 9, 25 and 1000	Read, write, or der and compare numbers to at least 100000 and determine the value of each digit, e.g. what is the value of ‘7’ in 276,541? Find the difference between the largest and smallest whole numbers that can be made from using three digits	Round any whole number to a required degree of accuracy
Compare, describe and solve practical problems for mass/weight, e.g. heavy/light, heavier than, lighter than	Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity and demonstrate understanding that all parts must be equal parts of the whole	Recognise, find and write fractions of a discreet set of objects: unit fractions and non-unit fractions with small denominators	Solve simple measure and money problems involving fractions and decimals to two decimal places	Read and write decimal numbers as fractions, e.g. 0.71 = 71/100; 8.09 = 8 + 9/100	Recall and use equivalences between simple fractions, decimals and percentages including in different contexts, e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 1/5 or 0.2 or 20% of the whole cake

We also use Times Tables Rock Stars.  TT Rock Stars is a carefully sequenced programme of daily times tables practise. Children concentrate on a times table appropriate to their level and individual needs.  This daily practise has successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 14,000 schools – both primary and secondary – worldwide.  The pupils at Gilbrook enjoy TT Rock Stars; practising and becoming more secure with their times tables helps in all areas of their mathematics.  Mathematics is taught daily in both key stages.