13 Sep 2019


Our teaching of numeracy endeavours to give the children opportunities to be confident and competent in their knowledge of number, geometry, statistics and measure. Children take part in a numeracy lesson each morning. We plan the activities so that they build upon the prior learning of the children. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also build planned progression into the scheme of work, so that there is an increasing challenge for the children as they move up through school.  We ensure that children gain skills to investigate number, patterns and rules, solve problems and puzzles, explore shape, space and measures and learn key facts by heart.    

We now use The White Rose Maths scheme.

To add depth of understanding and develop effective reasoning for all the children we have a 'Big Sheet Maths Sessions. Children work in mixed ability groups to solve a challenging question, puzzle or problem. They work on large sheets of paper with each child having a different coloured pen to enable the teacher to ensure that all children are inputting their ideas.     

Mental maths activities are carried out at the beginning of each lesson and specific time is given to mental maths in KS2. We use the NYCC mental maths scheme.                                                                                                                                                                    We approach our learning, where possible, through the adoption of our whole school topics so that the children can make clear links within their learning.  Basic skills are planned into many cross-curricular activities.

Our target system, adopted in January 2013,and updated in 2014 for the new curriculum, has enabled children in Y2-Y6 to clearly recognise where they need to focus and also see the progress they have already made within the 'level' they are working. Feedback is given both orally and written and the children are developing their ability to self and peer assess.

We recognise that all classes have children with differing ages and Numeracy skills. We provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child.

We achieve this in a variety of ways by:

  • setting common tasks which are open-ended and can have a variety of responses;

  • setting tasks of increasing difficulty (not all children complete all tasks);

  • enabling group and peer support

  • encouraging tasks that require children to use different skills on a weekly basis;

  • grouping children by ability and setting different tasks for each ability group;

  • providing resources of differing complexity that are matched to the ability of the child

  • using classroom assistants to support the work of individual children or groups of children;

  • linking learning to the ‘real world’ and the ‘school drivers’ where possible;

  • providing children with individual targets that focus on their learning, regardless of age group.                                                                                                      

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