Our Vision for Maths:

At Walton-on-the-Hill our aim is to develop a culture of maths that encourages deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress.  By building confidence, resilience and a passion for maths, we believe that whatever your prior experience or preconceptions, maths is an exciting adventure that everyone can enjoy, value and master! The mastery approach is well embedded within our school and the White Rose Scheme of Work supports the values that underpin our maths curriculum. We ensure there is an appropriate balance of fluency, reasoning and problem solving and use the best resources available to support teachers to ensure all children achieve well. Children are encouraged to become independent, articulate mathematicians with mental dexterity that allows them to apply their basic skills in non – routine situations. We develop excellent number sense in the early years which progresses in to mathematical fluency and complex arithmetic. Maths is a real strength in our school and excellent results year in - year out fully corroborate this assessment.

Our Results in Maths:

The school continues to provide outstanding outcomes in maths. Over the last three years our results in this subject have been consistently above the national averages. In our school, an average of 94.4% of children have achieved the expected standard at the end of KS2 - well above the national figure of 78%. Our three-year average for children achieving the higher standard is 40% - this is also significantly higher than the national standard.  At KS1 we also perform consistently well, with a three-year average of 80% of children achieving the expected standard and 32% of children achieving greater depth. The average scaled score at the end of year six is 108 - considerably higher than the national average. These results are a sound endorsement of the excellent maths provision at Walton on the Hill Primary.

Maths Fundamentals at Walton-on-the-Hill:

By the end of the relevant academic year, we would expect all children to have mastered the fundamental aspects of maths listed below. These are the key building blocks of maths and will be revisited until all children are confident enough to move on. 

Key:

primarily ‘conceptual’

primarily ‘mental fluency’

Year 1

(a) Understand and fluently use various concrete and pictorial representations of numbers up to 100 (including all of cubes, dienes and number line)

(b) Understand and fluently use bar models and part-part-whole diagrams as representations of number bonds inside 20

(c) Recall number bonds to 10 fluently (i.e. without a counting strategy)

(d) Find half of even numbers up to 20 and double of numbers up to 10

(e) Count fluently up to 20 in 2s, up to 50 in 5s and up to 100 in 10s

Year 2

(f) Understand different interpretations of addition (collecting similar objects, counting on and extending) and subtraction (removing objects, counting back, shortening and finding a difference)

(g) Understand rules of commutativity for addition, subtraction, multiplication and division (i.e. addition and multiplication – order doesn’t matter; subtraction and division – order matters)

(h) Recall addition and subtraction facts inside 20 fluently (i.e. not using a counting strategy; e.g. 7 + 6 à double 6 then add 1 à 13 or 7 + 6 à 7 + 3 + 3 à 10 + 3 = 13; ideally pure recall from practice)

(i) Use recall of addition and subtraction facts inside 20 to calculate mentally TO + O and TO – O fluently (i.e. without a counting strategy)

(j) Using note-taking (without counting) calculate U + U + U)

(k) Use concrete objects, pictures or mental strategies to calculate T + T (e.g. 70 + 20 = 90), T – T (e.g. 90 – 30 = 60), TO + T (e.g. 56 + 40 = 96) and TU – T (e.g. 89 – 40 = 49)

(l) Recall (i.e. not count up) multiplication and division facts for 2x, 5x and 10x including missing number questions (e.g. 5 x __ = 35)

Year 3

(m) Understand different interpretations of multiplication (repeated addition, increase in dimension, change in the counting unit and the scaling of a value) and division (sharing and grouping)

(n) Understand and fluently use various concrete and pictorial representations of numbers up to 1000 (including all of dienes, place value counters and number line)

(o) Calculate mentally (without counting) HTO + O and HTO – O

(p) Count in 10s up to 200 and count in 100s up to 2000

(q) Recall (without counting) multiplication and division facts for 3x, 4x and 8x, including missing numbers (e.g. 8 x __ = 56)

Year 4

(r) Use number bonds inside 20 knowledge to calculate addition and subtraction facts for tenths inside 2.0 (e.g. 0.8 + 0.7 = 1.5)

(s) Use place value knowledge (not adding/subtracting zeros) to multiply and divide by 10 and 100

(t) Recall fluently all multiplication facts up to 12 x 12

(u) Round numbers to the nearest ten and hundred using number line representation.

(v) Recognise the decimal equivalents of tenths up to 910 and hundredths up to 9100, and vice versa.

Year 5

(w) Understand and fluently use various concrete and pictorial representations of numbers including up to 1 000 000 and numbers including tenths, hundredths and thousandths (including all of dienes, place value counters and number line)

(x) Mentally multiply multiples of 10, 100 and 1000 by other multiples of 10 and 100 (e.g. 400 x 80 = 32 000)

(y) Mentally divide multiples of 10, 100 and 1000 by single digit numbers (e.g. 3200 ÷ 8 = 400)

(z) Fluently calculate equivalent fractions using all multiplication facts