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.  Our school farm and outdoor learning activities give us lots of opportunities for this.

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 follow the NCETM Curriculum Prioritisation in Primary Maths Guidance.  This resource provides coherent sequencing for the primary maths curriculum. It draws together the DfE guidance on curriculum prioritisation, with the high quality professional development and classroom resources provided by the NCETM.  To support this guidance 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 – 2024/2025

EYFS - Six key areas of early mathematics learning

Cardinality and Counting - understanding that the cardinal value of a number refers to the quantity of 'howmanyness' of things it represents.

Comparison - understanding that comparing numbers involves knowing which numbers are worth more or less than each other.

Composition - understanding that one number can be made up from (composed from) two or more smaller numbers.

Pattern - looking for and finding patterns helps children notice and understand mathematical relationships.

Shape and Space - understanding what happens when shapes move, or combine with other shape, helps develop wider mathematical thinking.

Measures - comparing different aspects such as length, weight and volume, as a preliminary to using units to compare later.

YEAR 1
Autumn	Spring	Summer	Life Skills
Previous Reception experiences and counting within 100	Recognise, compose, decompose and manipulate 2D and 3D shapes Numbers 0 - 10	Numbers 0 - 20 Unitising and coin recognition	Times of the school day. Visual timetable
Comparison of quantities and part-whole relationships Numbers 0-5	Additive structures Addition and subtraction facts within 10	Position and direction Time	Beginning to use vocabulary associated with hours and minutes. Beginning to identify the times of events in the school day, i.e. playtime is at 10.30am.

YEAR 2
Autumn	Spring	Summer	Life Skills
Numbers 10 - 100 Calculation within 20	Introduction to multiplication Introduction to division structures.	Money Fractions Time Position and direction	Understanding left and right.
Fluently add and subtract within 10 Addition and subtraction of two-digit numbers (1)	Shape Addition and subtraction of two-digit numbers (2)	Multiplication and division - doubling, halving, quotitive and partitive division Sense of measure - capacity, volume, mass	Following simple directions. Understanding different coins and their value.

YEAR 3
Autumn	Spring	Summer	Life Skills
Adding and subtracting across 10	Right angles Manipulating the additive relationship and securing mental calculation Column addition	Unit fractions Non-unit fractions	Times of the school day. Visual timetable.
Numbers to 1,000	2, 4, 8 times tables Column subtraction	Parallel and perpendicular sides in polygons Time	Beginning to use vocabulary associated with hours and minutes. Learning to use a tape measure/scales during outdoor activities.

YEAR 4
Autumn	Spring	Summer	Life Skills
Review of column addition and subtraction Numbers to 10,000	7 times table and patterns Understanding and manipulating multiplicative relationships	Fractions greater than 1 Symmetry in 2D shapes	Learning to understand the difference between 12 hour and 24 hour clock.
Perimeter 3, 6, 9 times table and patterns	Co-ordinates Review of fractions	Time Division with remainders	Understanding how to count the correct change in a practical context. Learning to use a tape measure/scales during outdoor activities.

YEAR 5
Autumn	Spring	Summer	Life Skills
Decimal fractions Money	Area and scaling	Fractions	To be able to write down the correct time in different ways.
Negative numbers Short multiplication and short division	Calculating with decimal fractions Factors, multiples and primes	Converting units Angles	To be able to work out how to double and half everyday objects. To be able to follow their own timetable in preparation for transition.

YEAR 6
Autumn	Spring	Summer	Life Skills
Calculating using knowledge of structures (1) Multiples of 1,000	Multiplication and division Area, perimeter, position and direction	KS2 tests Ratio and proportion Calculating using knowledge of structures (2)	Times of the school day. Visual timetable
Numbers up to 10,000,000 Draw, compose and decompose shapes	Fractions and percentages Statistics	Solving problems with two unknowns Order of operations Mean average	Beginning to use vocabulary associated with hours and minutes. Identify the times of events in the school day, i.e home time is 2.45pm

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.