There are many ways you can support maths at home, but the first step is to talk positively about maths.

There are lots of games and ideas below to support your child’s learning in school.

The Oxford Owl website has fun games and activities.  Fun maths games and activities – Oxford Owl for Home

We use the Numberblocks in early years and Key Stage One to help children with their fluency. These are a favourite of us all. Ten ways to help your child with maths – CBeebies (bbc.co.uk)

The NCETM have put some resources together to support parents at home, especially for early years and year one. Numberblocks at home | NCETM

The Nrich website is full of games to encourage problem solving. We often use these for homework at KS2 but there are ideas for all ages. If you have a go don’t forget to upload your ideas onto our Seesaw learning platform or tell us about it. Parent and Carer Guide | NRICH (maths.org)

All you need is a pack of cards to play these games.  A great way to build fluency, whilst having fun.

Games-to-Play-with-a-Deck-of-Cards

And you just need a pair of dice for these. Please ask for some if you don’t have any at home.

Games-to-Play-with-a-Pair-of-Dice

If you like learning online there are a wealth of games for all ages on Topmarks.  A great place to practise your times tables too. Mental Maths Tests and Games (topmarks.co.uk)

An important part of teaching for mastery involves the children understanding the calculation methods they use, not just using tricks. Please ask your child’s class teacher if you would like to know more.

Calculation-Policy

Success in Mathematics is a vital life skill. Our curriculum aims to provide stimulating and engaging lessons which support all learners to be competent and confident mathematicians. 

At Richard Taylor we teach daily Mathematics lessons that follow a ‘small steps’ approach and are taught as discrete units of work. This is done purposefully so that the right topics are introduced at the right time and build upon previous learning. Teaching builds on the knowledge acquired previously both from prior years and within the year. Opportunities are given to revisit and consolidate so that the majority of children are able to stay together on their learning journey. 

One aspect of fluency is being able to learn facts by heart, which underpins success in mathematics. For this reason we support the learning of facts through daily fluency sessions. The emphasis is on calculating not counting through short, carefully constructed sessions, which explicitly practise the strategies to aid the recall of facts.

We aim to provide learners with deep conceptual understanding of mathematical structures, the ability to communicate effectively using precise mathematical vocabulary whilst becoming mathematical thinkers. This is supported with the use of concrete resources and visual images to support learning for all.

The way in which Maths is taught at Richard Taylor is by its nature inclusive. Children are exposed to a range of images and structures when a topic is introduced. This enables the majority of learners to grasp new concepts quickly. The use of Guided Practice in lessons means that children are able to practice their new learning with a brief exercise or practical activity which allows quick assessment of their understanding. If this requires support then the teacher may adapt the task or provide additional support, perhaps with concrete apparatus or different pictorial representations. 

Children with specific needs may be supported to access learning, for example, with visual prompts, tasks chunked into smaller sections, the use of coloured paper. The ability to complete some work independently is always encouraged and this is promoted through allowing the children to access learning through appropriate tasks.

Vocabulary used in the lesson will be rehearsed and modelled through stem sentences to support mathematical thinking.

Where needed children may have additional short sessions for extra practice of fluency to enable all children to keep up rather than catch up.