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Greenleys First School

  1. Curriculum
  2. Maths


Mathematics at Greenleys First School

 At Greenleys First School the teaching of maths is geared towards enabling each child to develop their learning and achieve their full potential. We endeavour to not only develop the mathematical skills and understanding required for later life, but also to foster an enthusiasm and fascination about maths itself. We aim to increase pupil confidence in maths so they are able to express themselves and their ideas using the language of maths with assurance. We want the children to see mathematics as being relevant to their world and applicable to everyday life as well as being something that they will need as they move through their school life and ultimately to the world of employment.

Our aim is to ensure that all children:

  • Become FLUENT
  • REASON and EXPLAIN mathematically

National Curriculum

Using the Programmes of Study from the National Curriculum for Mathematics we aim to develop:

  • An enjoyment and curiosity of mathematics and for children to feel confident to become successful;
  • Children’s abilities to use and apply mathematics to solve problems in both the classroom and in ‘real life’ contexts;
  • A confidence to communicate ideas in written form and orally;
  • Independent and collaborative ways of working, encouraging children to share ideas and solve problems together;
  • A wide range of mathematical vocabulary to be modelled and used in the classroom
  • environment;
  • The children’s ability to recall mental facts accurately and quickly and using effective written calculation methods;
  • Children’s logical thinking, reasoning and ability to problem solve as transferable life skills.


Key Features of our Mathematics Curriculum

 At Greenleys First School our children learn important concepts and can make connections within mathematics. They develop a range of skills in using and applying mathematics. They are able to work independently and cooperatively and take the initiative in solving problems. Children think for themselves and are willing to try when faced with challenges. They love to learn from mistakes and false starts.

 When investigating mathematically, most of our children are able to reason, generalise and make sense of solutions. They are becoming increasingly fluent in performing written and mental calculations and mathematical techniques. They are beginning to use mathematical language and symbols accurately in their work and in discussing their work with others.

 Mathematical Language

At Greenleys First School we understand that mathematical language is crucial to children’s mathematical thinking. So we introduce new words from the curriculum in a suitable context, with relevant real objects, mathematical apparatus, pictures and/or diagrams, explaining their meanings carefully. In lessons talk partners are used to get children using mathematical vocabulary, providing the opportunity for every child to engage in mathematical discussion. Key vocabulary used in a topic are displayed on the Maths working walls.

Asking closed questions limits the scope of a pupil’s response to a correct or incorrect answer and deprives them of the opportunity to talk through their thinking. By using open questions, we encourage children to explain the steps they have made and make use of any new maths vocabulary they have learnt.


A manipulative is a physical object that children or teachers can touch and move which is used to support the teaching and learning of mathematics. In our lessons ten frames, numicon and Dienes blocks are used regularly to support children to engage with mathematical ideas.

Mathematical Knowledge

Maths planning begins in every Year Group (Early Years – Year 2) with Long Term Plans for the year, broken down into terms and then weekly plans. We use the White Rose Maths Scheme of learning. Once the appropriate content is selected, planning is guided by the National Curriculum and its objectives. Teachers begin with the 2014 objectives and use White Rose Maths Schemes of learning to support planning.

Each half term your child will be learning about 2 or 3 topics in mathematics, within these topics children are given opportunities to make connections between different mathematical facts, procedures, and concepts to create a rich network.

Quick retrieval of number facts is important for success in mathematics. It is likely that children who have problems retrieving addition, subtraction, multiplication, and division facts, including number bonds and multiples, will have difficulty understanding and using mathematical concepts they encounter later on in their lessons.


Solving Problems

While working on a problem, children are encouraged to ask questions like, ‘What am I trying to work out?’, ‘How am I going about it?’, ‘Is the approach that I’m taking working?’, and ‘What other approaches could I try?’ When the problem is completed, encourage children to ask questions like, ‘What worked well when solving this problem?’, ‘What didn’t work well?’, ‘What other problems could be solved by a similar approach?’, and ‘What similar problems to this one have I solved in the past?’ Children should communicate their thinking verbally and in writing—using representations, expressions, and equations—to both teachers and other children.


Assessment is not just used to track children’s learning but also provides teachers with up-to-date and accurate information about the specifics of what children do and do not know. This information allows teachers to adapt their teaching so it builds on children’s existing knowledge, addresses their weaknesses, and focuses on the next steps that they need in order to make progress.

At Greenleys First School assessment in Maths is continuous. From the beginning of every lesson, teachers and teaching assistants will be assessing what their children are, or are not understanding and use this to scaffold each segment of the lesson.

Effective marking and feedback are an important element of the teachers’ response to the children’s learning. This may be given either orally or in written format.


Click here for the Maths Policy

Maths Planning Documents

Long term plans

Progression Maps

Medium term plans for Autumn 1


Year 1

Year 2



 Early Years

Early years White Rose Maths scheme 2020-


 Year 1

Year 1 White Rose Maths Autumn Term scheme of learning


Year 1 lesson by lesson Overview 2020-2021


 Year 2

Year 2 White Rose Maths Autumn term scheme of learning


Year 2 lesson by lesson Overview 2020-2021



The White Rose Maths Team has prepared a series of maths lessons for each year group including Early Years. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully.

Just follow these four easy steps…https://whiterosemaths.com/homelearning/

  1. Click on the set of lessons for your child’s year group.
  2. Watch the video (either on your own or with your child).
  3. Find a calm space where your child can complete their activity/worksheets.
  4. Use the video guidance to support your child as they work through a lesson.

Year 1 and 2 maths activities



Year 1 and Year 2