Torpoint Nursery and Infant School

Mathematics

At Torpoint Nursery and Infant School, the manner in which our curriculum is organised enables all children, including those with individual needs , to fully participate in learning activities.

We ensure that :

Children are proficient, competent and confident with numbers, calculations, shape, space and measures, and to have an ability to solve related problems in a variety of contexts including everyday applications of the subject.
Children have positive attitudes towards the wonder of mathematics and the vast application of mathematics in our world.
Children are independent recorders of their mathematical thinking and methods.
Children are ready for the next stage, whether that is the next lesson, unit of work, year or key stage

Teaching and Learning

In the early stages of the teaching of topics, learning opportunities in practical contexts are prioritised in which children can explore, enjoy, learn, practise and talk about their developing understanding. Children are taught how to use the correct mathematical language to discuss their mathematics and explain their thinking. Children learn to use recording to show their thinking in mathematics. Reasoning opportunities are embedded into the curriculum

Our progressive curriculum and our adaptive approach to teaching enables us to meet the learning needs of our children ensuring they achieve as they move from Nursery to Reception and then on to Year 1 and 2. Teachers are ambitious for every child and carefully selected learning opportunities remove barriers and ‘lift the lid’ to maximise learning; enhanced with appropriate scaffolds and challenge to meet individuals needs.

Curriculum maps , supported by detailed curriculum planning ensure full curriculum coverage.

Mathematics is taught daily and assessed and evaluated daily Our approach to our school timetabling means teachers use their professional judgment to determine the activities, timing and organisation of mathematics input to suit objectives and the needs of the children in a broad range of contexts.

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Teachers check pupils understanding through questioning and effective marking that enables the addressing of misconceptions and the extension and application of knowledge skills and understanding

SENCO’s , together with the maths subject leader, support staff with appropriate targets and ways of working for those pupils whose progress or attainment is below expectations.

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Assessment

Progress is tracked through the school’s comprehensive assessment documents which have specific end points that the children are assessed against, in the form of ‘I can’ statements. These’ I can’ statements link directly to what has been taught in the Programme of Study.

Children will need to demonstrate that they have achieved the statements within their independent work, over time and in a range of contexts. Teachers will need to draw on a range of evidence alongside their summative assessments, to inform their final teacher assessment.

Maths at Torpoint Nursery and Infant School - and how to help your child at home

Each year we hold maths infomation meetings for parents. Attached are the handouts from the meeting .

Additionally, following discussions in the meetings, we have created a new games booklet for parents to share with their children.

	TNIS supportingyourchildwithmathematics	[pdf 2MB]
	Maths Games Ideas	[pdf 915KB]