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At Christ Church (Church of England) Infant School and Nursery the teaching of mathematics is designed and planned to enable each child to develop their learning and achieve their full potential. We endeavour to not only develop the mathematics skills and understanding required for later life, but also to foster an enthusiasm and fascination about mathematics itself. We aim to increase pupil confidence in mathematics so they are able to express themselves and their ideas using the language of mathematics 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 on through their school life and ultimately to the world of employment.

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At Christ Church (Church of England) Infant School and Nursery we teach mathematics in a way that:

  • creates a lively, exciting and stimulating environment in which the children can learn mathematics

  • promotes the concept that acquiring mathematics knowledge and skills provides the foundation for understanding the world around them

  • develops an understanding of the importance of mathematics in everyday life

  • develops mental strategies and fluency

  • encourages children to use mathematical vocabulary to reason and explain

  • allows time for partner talk in order to stimulate and develop a curiosity for mathematics

  • challenges children to stretch themselves and take risks in their learning

  • develops strong foundations using the concrete, pictorial, abstract (CPA) approach

  • creates a sense of awe and wonder surrounding mathematics

  • ensures children in Key Stage 1 are secure in their understanding of number and number relationships

  • delivers mathematics in line with the National Curriculum guidelines

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In the Early Years Foundation Stage, our young mathematicians are provided with many exciting opportunities, through planned purposeful play, teacher-led inputs and child-initiated activities, to develop and improve their mathematical skills. The teaching of mathematics is integrated through a range of contexts including storybooks, puzzles, songs, rhymes, games and challenges. Similarly, to the rest of the school, manipulatives and resources are used to ensure learning is concrete and accessible for all children and to encourage a discussion regarding mathematics.

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Throughout Key Stage 1, we follow the White Rose Maths Schemes of Learning which are designed to break down the curriculum into manageable progressive steps with fluency, reasoning and problem solving fully integrated. This ensures that pupils are always given opportunities to apply their understanding in context. In addition, we supplement this with resources from NCETM (National Centre for Excellence in the Teaching of Mathematics), Classroom Secrets and the Ready to Progress materials to ensure a broad and challenging curriculum is provided.  

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The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real life concepts. 


Our mathematics curriculum has been designed to provide secure foundations for the children to build on as they continue their learning journey in Key Stage 2.


As a result of our curriculum, we aim for our Year 2 pupils to leave Christ Church as confident and competent mathematical thinkers who can apply taught skills and methods.


At the end of each year, we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GDS). Children who have gaps in their knowledge will have received/receive appropriate support and intervention.


Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. Children speak positively about maths and learn in an environment where maths is promoted as being an exciting and enjoyable subject.


Our maths books evidence work of a high standard of which children clearly take pride; the range of activities demonstrate good coverage of fluency, reasoning and problem solving.

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