Maths at Chigwell Row Infant School 



The principal focus of mathematics teaching in Reception and key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers and simple fractions, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. 


Adhering to the aims of the National Curriculum, our pupils will: 

  • Be confident, secure, independent learners who can reflect on and evaluate their own learning. 

  • Be willing to explore and investigate ideas. 

  • Be active learners who have high self-esteem, are not afraid to take risks and can learn from their mistakes. 

  • Have positive attitudes towards all learning opportunities offered. 

  • Be effective communicators and collaborate well with each other. 

  • Make progress in relation to prior attainment to expected or better than expected levels. 

  • Be happy and excited to learn. 

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems. 

  • Reason mathematically by following a line of enquiry. 

  • Be able to solve problems by applying their mathematics to a variety of simple and complex problems.  




Maths is taught using White Rose. Maths is taught in units, at the end of every unit an assessment test is given to check the pupils are ready to move on to the next unit. To develop mastery in maths children need to be enabled to acquire a deep understanding of maths concepts, structures and procedures, step by step. Complex mathematical concepts are built on simpler conceptual components and when children understand every step in the learning sequence, maths becomes transparent and makes logical sense. Interactive lessons establish deep understanding in small steps, as well as effortless fluency in key facts such as tables and number bonds. The whole class works on the same content and no child is left behind. Following this scheme we aim to ensure there are no gaps in the children’s learning and a steady progression is followed through the school. 



The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. 

By the end of key stage one, the children will be confident in all areas of maths covered by the national curriculum.  They will be able to solve mathematical problems using their reasoning skills.   


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