Maths
Subject Intent
To increase pupils’ prospects by:
- Giving pupils the skills and knowledge needed to be fluent mathematicians, and fully equip them to succeed in the next stage of their Mathematics education.
- We are determined to ensure that our pupils are fluent in place value number and can then apply this to other areas of the Maths curriculum. We also want to create mathematicians who can reason and problem solve across all areas of the subject, as well as apply knowledge across the curriculum where appropraite.
Building foundations for a love of life, a love of learning and a love of one another
- To develop an interest and curiosity of the world around them so that they intuitively question and think mathematically about problems they encounter.
- To develop mathematical understanding and conceptual knowledge not just procedural fluency.
- To become fluent in key number facts, appropriate to their year group (addition and subtraction facts, times tables and division facts)
- To use the four operations – both mental and written – with confidence; effectively, accurately and flexibly.
- To develop a deep understanding of an area of maths through reasoning and problem solving within all lessons.
- To be curious and ask questions about the maths in the world around them.
- Children will develop an understanding of the world of work and how specifically someone can make a forge a career for themselves within Maths.
- To understand how Maths has influenced their lives in particular (time, money etc).
- To identify the social and economic implications of Maths.
- To participate in mathematical events in the wider community/school.
- To use their mathematical knowledge to understand how they can contribute to a better community and society.
Key Documents
Math Calculation Policy USL 2024
British Values in Maths at USL
Long Term Planning Documents
| EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
| Y1 Small Step Sequence | Y2 Small Step Sequence | Y3 Small Step Sequence | Y4 Small Step Sequence | Y5 Small Step Sequence | Y6 Small Step Sequence |
* Please note that that smaller step sequencing may be adapted based on teacher assessment. This will be overseen by the Maths Subject Leader.*
Parent/Carer Documents
Glossary of Mathematical Terms for Parents/Carers
Website Links for Parents/Carers
Maths Open Mornings - Presentation to Parents
KIRF (Key Instant Recall Facts) - information for parents
Help your child become a stronger mathematician - support for parents/carers
Calculation Videos - to model our calculation strategies at Upton
How we teach Maths.
Do it, Secure it, Deepen it
In our school, we have adopted the ‘Do it, Secure it, Deepen it’ approach to Maths. This approach involves children being taught a skill then proving to the teacher they can do it. Once children have shown they can successfully complete the skill, they are challenged through secure it and deepen it activities which aim to broaden and deepen their mathematical understanding. The aim of this process, is not to move children on too quickly but to allow them to move on when they have a secure and deep understanding of the Maths they are learning. It also allows children opportunities to reason and problem solve as well as make rich connections between the different mathematical areas. This approach is not evident in every lesson. We are flexible and allow teachers freedom to plan activities which inspire and capture children’s attention and these may take place outside of the classroom environment.
At Upton, our belief is that maths is about more than just ‘learning numbers and methods’. In fact, we try to encourage children to understand that the numbers we use in maths lessons are actually only a representation of “real maths” that happens in life. That is the maths notation of 7 – 2 = 5 is just an easy way of representing how many sweets I have left from my pack of 7 after my younger brother has stolen 2 of them!
In order to develop this understanding, we ensure that we provide concrete and pictorial representations in our lessons in tandem with teaching abstract methods. We believe that by engaging and interchanging between these different mediums, children will be better prepared to reason and solve different mathematical problems.
Maths Expectations and Guidance 2023-24
Maths Lesson Framework
Ready, Steady, Maths Lesson Framework
Calculation Videos
The videos in this section below have been made by our maths lead - Mr Steward - to help support parents/carers with Maths at home. We understand that many parents may have been taught different calculation strategies themselves to what we now teach in school. It would be very helpful if parents/carers could support the school by teaching calculations in the same way as the videos in this section.
Below are hyperlinks which will take you to the appropriate pages which link to your child's learning.
None of the videos have any sound.
If you have any questions about any of the videos, or anything else related to Maths, please speak to Mr Steward or Mr Lewis.
Calculation videos for year 1 and year 2 are currently under development.
KIRFS (Key Instant Recall Facts)
To help develop children’s fluency in mathematics, we ask them to learn Key Instant Recall Facts each half term.
We believe these key instant recall facts are the most important bits of information within maths, where the ability to instantly remember the facts will help children with their future learning. The list of these (see below) align with our curriculum as it is taught in the school. Teachers will cover this information in the class but we know that any extra time you can give to help children recall these facts at home will greatly aid their maths development. Ideally if you can spare 2-3 short sessions per week, we believe it will be of great benefit.
KIRF facts
Mr Steward, our maths lead, has produced this short video giving more information about the KIRFS.
In addition we have also produced downloadable booklets with key advice and information if you are able to help rehearse these facts with your child. Little and often will make a big difference over time. These booklets can also be found at the back of children's school diaries.
| EYFS KIRFS | Yr 1 KIRFS | Yr. 2 KIRFS | Yr. 3 KIRFS | Yr. 4 KIRFS | Yr. 5 KIRFS | Yr 6 KIRFS |
INFORMATION ABOUT THE BOOKLETS:
- The booklets are not essential and are only there to give you as much support as possible.
- Each individual sheet is dedicated to a KIRF skill and the title informs when this is taught in the school year.
- The top section of each sheet indicates the facts to be known, examples of questions for you to ask and the language that teachers use when asking questions.
- The second section of each sheet gives suggested questions for each day to help cover important information.
- The third section gives key tips to help make practice of these facts more manageable and enjoyable.
- At the very bottom of the sheet is a check list for you to keep track of your child’s progress.
- Facts memorised indicates that a child knows all the stated facts in any order
- Instant recall means a child can recall facts in any order with minimal thought
- The check after 1 mth and 2 mth indicates that after a period of not checking, your child has successfully remembered the facts. This element is a very important part of the learning process.
FINAL KEY TIPS TO HELP REHEARSE KIRFS:
- Practise little and often (walking to school/on a car journey)
- Don’t practice all facts at once, focus on small amounts.
- Use online platforms and websites such as ‘Hit the Button’, ‘TTRS’, ‘Daily 10’, ‘teaching clock’ etc. to make learning engaging.
- Your child could instead question you from their memory.