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Oakwood Infant and Nursery School

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Mathematics at Oakwood Infant and Nursery School


This policy sets out a framework within which teaching and non-teaching staff can work, and gives guidance on planning, teaching and assessment. Our principal aim is to develop the children’s knowledge, skills and understanding in mathematics, and to inspire our children to build connections between the different areas and concepts of mathematics, other subjects, and the world around them.




Our aim is:

· To develop curiosity and the excitement of discovery through the teaching and learning of mathematical concepts.

· To develop positive attitudes and resilience in solving problems and in exploring patterns.

· To expand children’s knowledge and the understanding of how mathematics is used in the world around us, and to develop cross-curricular connections.

· To develop enquiring minds and the confidence to question and debate rationally.

· To install the confidence in our pupils to think deeply about mathematical problems and concepts, and to reason about their mathematics using a suitable range of mathematical language.

· To use a wide range of models, visual aids, and practical resources to develop a deep conceptual understanding alongside a procedural fluency.


At Oakwood Infant and Nursery School, we aim to provide a curriculum which enables our children to know more, experience more, remember more, and to do more.


We believe that, as members of Oakwood Infant and Nursery School community, all children should have an equal opportunity to expand upon and develop their mental mathematical skills, in preparation for the wide variety of problem-solving opportunities which they will encounter in their lives. 


 Mathematics is an inter-connected subject.  We aim to inspire our children, not only to develop an understanding of the connections within the subject itself, but also to develop their curiosity, and to be able to apply their knowledge and understanding in making connections with other subjects and with the world around them.





Our school adopts a mastery approach to the teaching and learning of mathematics, following the national curriculum objectives as set out by White Rose. 


Our mission is for our children to acquire a deep, long-term, secure and adaptable understanding of the subject.   We strive to provide our children with exciting learning opportunities through carefully planned discrete and cross-curricular lessons, problem solving, continuous provision (indoors and outdoors), thus enabling our children to apply their mathematical knowledge and their understanding in different contexts. Children are encouraged to explore a range of strategies, to articulate their mathematical thought-processes, and to reason from known principles, using appropriate mathematical vocabulary.   


Our children will learn about mathematics though participation in a wide range of activities, including:


· Daily interactive mental maths sessions

· Consolidation of basic skills and number facts

· Written methods

· Practical work

· Investigational work

· Problem solving

· Mathematical discussion   * maths/mathematics, be consistent

· Maths games

· Cross-curricular activities

· Continuous provision

· Outdoor learning


We believe that the best teachers in the classroom are the other children.  Therefore, children are encouraged to participate in:


· Whole class teaching

· Group work

· Paired work


Small group and 1:1 interventions take place to narrow gaps where necessary.


What is taught in Mathematics?



Early Years Foundation Stage

The teaching of maths in the EYFS involves enabling children to develop and improve their skills in understanding, counting, and using numbers, in calculating simple addition and subtraction problems, and in describing shapes, spaces, and measures. Staff use ‘Characteristics of Effective Learning’ to enable children to develop critical thinking and creative approaches to problem solving.  The children will develop their understanding through planned, purposeful play, and through a mixture of adult-led and child-initiated activity, including stories and songs.   Continuous provision and outdoor learning is carefully linked to the current learning.


We recognise that the most vital aspect of children’s play is for them to follow their own interests, so EYFS practitioners should use this as a starting point to develop their thinking.  Teachers in EYFS use ‘In the Moment’ planning to effectively respond to our children’s needs, thus taking account of the children’s interests in skilfully creating mathematical opportunities. 


Key Stage 1



Our school adopts a mastery approach to the teaching and learning of mathematics, following the national curriculum objectives as set out by White Rose.  We are passionate and fully committed to developing a balance between procedural fluency and conceptual understanding. 

Our children participate in daily interactive mental maths sessions to develop their confidence in counting and in the recalling of facts.   This is to ensure that prior knowledge is consistently drawn upon, so that our children can apply their knowledge in solving problems. Our curriculum is designed to enable our children to distinguish between abstract mathematical concepts and concrete representations.   We believe that competent mathematicians can make strong connections between the different learning areas of the mathematics

curriculum, can apply their skills and knowledge to support learning, and can make mathematical connections with other curriculum subjects. To assist with this process, continuous provision is in place within all classrooms and outdoors.    Our staff model the correct use of mathematical vocabulary to enhance our children’s understanding of mathematical language and to teach them how to use it in explaining mathematical processes and strategies.



The measure of the impact of this will be the extent to which our children reach their full potential as they get to know more, experience more, remember more and do more.


How can we improve the quality of Mathematics?

The Mathematics coordinator and senior staff support the quality of education in mathematics by observing lessons, by reviewing books, and by providing feedback and appropriate CPD.  Learning walks and discussions with pupils inform evaluation, as do discussions with staff.  Termly pupil progress meetings are held to monitor individual progress and to quality assure that barriers to learning are being removed.  All of these inform plans for CPD and the resourcing of mathematics.


Assessment and recording

At Oakwood Infant and Nursery School assessment is an integral part of the teaching process. The assessment of children’s work is on-going this needs to be specific!!! to ensure that understanding is being achieved and that progress is being made. Feedback is given to the children as soon as possible, and marking work will be guided by the school’s Marking Policy. Yukky title!!!


We use the Ezmag system to record our progress data.


Monitoring the quality of education

Monitoring will take place through sampling children’s work, and teacher planning, via book scrutiny and lesson visits. This is a repeat


Roles and Responsibilities

Mathematics is led by the subject leader. At Oakwood Infant and Nursery School the Mathematics Co-ordinatior is:

· Jo Ellis