The National Curriculum for Mathematics aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At Gorefield Primary Academy, we aim for all pupils to develop a love of mathematics throughout the curriculum, and understand its crucial role in our day-to-day lives. We encourage children to make and learn from mistakes in their work to build a resilient attitude and confidence to attempt any challenge.

Pupils throughout school are provided with a range of activities and opportunities to develop these mathematical skills through individual, paired and group work. Reception follow Mastering Number from the NCETM , supplemented with White Rose Maths materials. Teachers use high-quality resources to embed the mastery approach to mathematics, moving between concrete, pictorial and abstract representations of mathematical concepts to consolidate key ideas and develop children's fluency.

In the Early Years Foundation Stage, we provide a strong foundation in mathematics through a balance of structured teaching and purposeful play. Our aim is to develop confident, curious learners who enjoy exploring numbers, patterns and problem-solving.

Children are taught early mathematical skills through a combination of adult-led sessions and carefully planned continuous provision. This allows them to practise and apply their learning independently in meaningful contexts.

Children develop their understanding of:

• Number recognition, counting forwards and backwards, and early calculation skills
• Composition of numbers and early place value
• Shapes, space and measures, including naming shapes, comparing sizes and exploring patterns
• Mathematical language to describe their thinking and reasoning

Learning is brought to life through stories, songs, games and practical activities. Children explore maths in a range of engaging ways, such as building, sorting, measuring, and investigating patterns.

We place a strong emphasis on developing mathematical vocabulary, encouraging children to explain their ideas and make connections in their learning.

By the end of Reception, children are expected to have a secure understanding of early number concepts and to confidently apply their knowledge to solve simple problems, preparing them for Key Stage 1.

Through Years 1 and 2 these skills will be developed further, as children become more confident with mental fluency of whole numbers, counting and place value. This involves working with numerals, words and the four operations, including using practical resources. Children begin to solve simple problems and explain their answers using mathematical vocabulary. They will also recognise, describe, draw, compare and sort different shapes and use a range of measure to compare and describe different quantities. Key Stage 1 continue to use Mastering Number lessons four days a week to ensure all children have a deep understanding of number composition. 

Through Years 3 and 4, children work with increasingly large whole numbers, as well as negative numbers and decimals. They will be taught efficient mental and written methods using the four operations. They will also develop mathematical reasoning so they can analyse statements and problems to conjecture and solve creatively. By the end of Year 4, children should understand and recall their multiplication tables up to 12 x 12, showing precision and fluency in their work. At the end of Year 4, children will take part in the Multiplication Tables Check in which they must answer 25 multiplications, each with a 6-second time limit.

Through Years 5 and 6, children extend their knowledge and understanding of the number system, developing connections between the four operations and using efficient written methods for these. They will be solving a wider range of problems that use all these skills and reason about them mathematically. Geometry and measures work will also consolidate and extend knowledge already developed. By the end of Year 6, children should be fluent in written methods for all four operations including long multiplication and division, and in working with fractions, decimals and percentages. This will help to prepare them for their end of Key Stage tests where they will have to apply their mental arithmetic, reasoning and problem solving skills.

To support the learning of times tables up to 12 x 12, we have introduced the Superheroes Times Tables Challenge throughout school. Please support your child to learn their times tables at home so they can defeat the challenges and earn their awards!

NumBots is used throughout EYFS and Key Stage 1 to boost addition and subtraction skills, with Times Tables Rock Stars being used to develop recall of multiplication and division facts in Key Stage 2. Both are online resources that will support your child's maths education at home and in school.

Times Tables 

Learning times tables fluently is crucial for children because it forms the foundation for many other areas of mathematics. Mastery of times tables helps children develop quick mental arithmetic skills, which are essential for more complex problem-solving tasks they will encounter later in their education. It also boosts their confidence in handling numbers and reduces the cognitive load during maths lessons, allowing them to focus on understanding new concepts rather than getting bogged down by basic calculations. Furthermore, fluency in times tables supports everyday activities, such as shopping and time management, making it a valuable life skill. Overall, a strong grasp of times tables sets the stage for academic success and practical competence in mathematics.

At Gorefield Primary Academy, we prioritise the learning of tables in line with the National Curriculum and your child will learn their tables in the following order:- 

Once secure on number bonds to 10 and 20:-

x 10 

x 2 

x 5  

Bronze award (mixed x 10, x 2 and x 5)

x 3 

x 4

x 8 

Silver award (mixed x 3, x 4 and x 8)

x 6 

x 7 

x 9

x 11

x 12

Gold award (mixed x 6, x 7, x 9, x 11 and x 12)

Platinum award (mixed multiplication and division facts for up to 12 times tables)

Catwoman

Ironman

Wonderwoman

Once children have secured an award, they will receive a certificate in our Friday assembly. 

Sentence stems

At Gorefield Primary Academy, we recognise that talk is a vital part of learning mathematics. Following guidance from the National Centre for Excellence in the Teaching of Mathematics (NCETM), we use carefully planned sentence stems to support pupils in developing mathematical understanding, reasoning and confidence.

Sentence stems help children to structure their thinking, explain their ideas clearly and use precise mathematical vocabulary. They also support all learners, including those with additional needs, by providing a scaffold for discussion.

EYFS

In the Early Years, sentence stems are simple, repetitive and supported by practical resources and visual prompts. Adults model mathematical language through play and structured activities.

Examples include:

• “I can see…”
• “There are ___ objects.”
• “More/less than…”
• “It is bigger/smaller than…”
• “The pattern is…”
• "10 is made of . . . and . . . ,  . . . and . . . makes 10"

These stems encourage children to describe, compare and begin to explain their thinking using everyday and mathematical language.

Key stage 1- Years 1 and 2

As pupils progress, sentence stems are used to develop reasoning and explanation. Children are encouraged to speak in full sentences and justify their answers.

Examples include:

• “I know this because…”
• “The answer is ___ because…”
• “___ is greater/smaller than ___.”
• “I used ___ to help me.”
• “First…, then…, next…”

These support pupils in explaining methods, making comparisons and beginning to reason mathematically.

Key stage 2- Years 3 to 6

In Key Stage 2, sentence stems become more sophisticated, supporting deeper reasoning, generalisation and justification.

Examples include:

• “If ___, then ___.”
• “This always/sometimes/never happens because…”
• “I noticed that…”
• “The pattern shows that…”
• “I can prove this by…”
• “Another way to solve this is…”

Pupils are encouraged to justify their thinking, make connections and evaluate different methods, using precise mathematical vocabulary.

Impact

The consistent use of sentence stems across the school:

• Promotes confidence in mathematical talk
• Develops reasoning and problem-solving skills
• Supports pupils in articulating their understanding clearly
• Ensures progression in mathematical language from EYFS to Year 6