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Mathematics Statement:


At Edlesborough School our aim is to give our pupils an appreciation of the nature of mathematics. In addition to being a subject in its own right, mathematics underpins all other subjects. At Edlesborough pupils learn the language and skills of mathematics in a fun, focused environment.


Our mathematics curriculum is designed to equip our pupils with tools that include logical reasoning, problem-solving skills and the ability to think in abstract ways. We aim to develop mathematical resilience within our children and the willingness to have a go; to learn from mistakes made when risks are undertaken and to share successes.


During the Early Years Foundation Stage Curriculum, mathematics forms part of many interactive learning experiences.  Pupils develop their knowledge and understanding of mathematics through play, exploration and discussion.  Children work with shapes and begin to learn their properties, use language to give positional clues and compare quantities, identify and recreate patterns.  They learn to count, read, write and order numbers to 20 using songs and rhymes, which is extended to 100 and beyond during Key Stage 1.


Within Key Stage 1 children are taught mental calculation strategies as a whole class for 10 minutes each day.  Additionally, they build on their prior knowledge and understanding of number to develop their skills of written calculation; they learn about shape and space, through practical activities which build on their understanding of their immediate environment.  They develop their use of mathematical language, using it to talk about their methods and explain their reasoning when solving problems. At this stage, learning remains very visual before moving onto being more abstract, if appropriate for the child.   Progress is monitored through informal assessment in line with the New Curriculum, book moderation and half termly Pupil Progress Meetings.


During Key Stage 2, children are taught in ability groups for their daily mathematics lesson. They move from counting reliably to calculating fluently with all four number operations.  Children will use a wider range of mathematical language, diagrams and statistical charts. They learn to tackle a problem with mental methods before using any other approach, always supported with help and encouragement.   They extend and secure their use of mathematical language, using it to talk about their methods and explain their reasoning when solving problems. Progress is monitored closely through informal assessments in line with Age Related Expectations as set by the New Curriculum, through book moderating and Pupil Progress Meetings.