Contact Details
 01460240507
 office@kingsburyepiscopiprimary.co.uk

Kingsbury Episcopi Primary School, Stembridge, Martock, Somerset, England, TA12 6BP
Kingsbury Episcopi Primary School
Intent What do we want for our mathematicians?
At KEPS we provide a highquality mathematics education, where children are fluent in the fundamentals of the subject. We want children to be excited by the relevance of Maths in the wider world and to use their mathematical fluency, reasoning and problem solving confidently in their daytoday life. We believe all children can enjoy Mathematics. We celebrate children’s mathematical curiosity by providing a stimulating challenging curriculum.
Implementation  How do we teach it at KEPS?
Resources:
We use the concrete, pictorial and abstract approach in developing knowledge and understanding. Firstly, by exploring physical objects such as counters, bead strings, ‘deines’ place value counters, apparatus and numicon. Having a concrete ‘hands on’ understanding of these apparatus is essential at KEPS, before we develop pictorial representations, such as part/whole models, bar models, place value charts, number lines, arrays and ten frames. Only when children are fully confident using the physical and pictorial resources, do we expect them to be able to use and understand abstract equations, numbers and symbols.
We follow the National Curriculum making use of rich connections across mathematical ideas to develop fluency, mathematical reasoning and competent problem solving through carefully designed incremental steps.
All children study mathematics daily. The expectation is that the majority of pupils will move through the steps at broadly the same pace and reach (often exceeding) the Key Performance Indicators (these are detailed at the end of this document). Pupils who grasp concepts rapidly, are challenged through being offered rich and sophisticated problems and reasoning challenges (called purple dot challenges) rather than acceleration through new content. We often make use of resources from the NRich or NCETM resources as well as other websites such as ATM ‘Maths Snacks’ to engage the learners in stimulating activities, encouraging curiousity. Children who have completed these challenges are often asked to become a ‘mini teacher’ articulating this understanding to others. Those who are not sufficiently fluent with earlier materials, consolidate their understanding using concrete resources, including additional practice before moving on.
Vocabulary:
Each unit of work will have key vocabulary to be introduced and used. Articulating maths understanding, explaining ideas and using stem sentences is crucial to developing mastery. More information can be found in our calculations policy.
SEND:
Children identified as having SEND related to mathematics, will be taught using a variety of targeted, concrete resources, often practical maths games; preteaching of concepts using resources as appropriate. Sometimes children identified with SEND will work within a different year group’s objective as necessary, using a range of learning activities as appropriate to the individuals.
Planning, Coverage and Progression:
Great emphasis is placed on vocabulary and a focus on responding to mathematical questions with a sentence is a key strategy at KEPS. We use White Rose ‘Small steps’ the new DfE maths guidance , a range of textbooks and online resources throughout the school to ensure a curriculum that is specific to each child’s learning needs. Alongside these lessons, an additional 1015 minutes a day is spent focusing on fluency, through the use of online programs, practice sheets and number games. In Year 3, children are expected to become fluent in number sense so that they can manipulate numbers without counting on fingers, for example, to add 7 to 26, by adding 4 and then the 3. Children then learn to skip count and become fluent in the multiplication and division facts of the 2. 5 and 10 multiplication tables. In Year 4, the children are taught the 4, 8, 3, 6, multiplication and division facts and then the 7 and 9 times tables. In Year 5 and 6 the children consolidate this knowledge and apply it up to 12x12
We use online programs such as ‘Numbots’,to aid number sense and ‘Times Table Rockstars’, both at school and home, to support children’s fluency of basic skills and recall of number facts.
Impact  How do we know that our approach works?
Throughout our maths teaching we draw on the resilience value of our school, encouraging each child to celebrate their progress and face their challenges with an open mind set.
At KEPS, regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These feed into our online assessment package. This can take a variety of forms eg informal quizzes, probing questions, end of unit assessments. Teachers use this information to ensure that teacher summative assessments are in line with a standardised score.
From Year 2 onwards, the children take more formal standardized assessments eg NFER and SATS papers.
These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 consistently above the national average and a high proportion of children demonstrating greater depth, at the end of each phase. Value added progress is similarly high. KEPS pupils are able to explain their mathematical thinking, are able to see relationships and make connections to support their reasoning.
Monitoring:
The Curriculum leader looks at planning, evidence in books, does lesson learning walks, speaking to pupils about their learning and discussing with colleagues what has gone well as well as any lessons learnt, to ensure the workload for maths is both manageable and is making an impact on the children’s learning.
Reporting:
At the end of the year, on the annual report to parents, a judgement will be made regarding their child’s attainment relating to the National Curriculum for their year group. For example WTS (Working towards), EX (Expected standard for their age) and GD (Greater Depth).
Review
October 2023
Key Performance Indicators
Year 1
Place Value  
Count to and across 100, forwards and backwards, beginning with 0 or one, or from any given number  
Count, read and write numbers to 100 in numerals  
Identify one more and one less  
Addition and Subtraction  
Represent and use number bonds and related subtraction facts within 20  
Add and subtract onedigit numbers using the partwhole method for support  
Use fact families to link addition and subtraction  
Multiplication and Division  
Count in Multiples of 2, 5 and 10  
Begin to solve one step problems, by calculating the answer using concrete objects, pictorial representations and arrays  
Fractions  
Recognise, find and name a half as one of two equal prts of an object, shape or quantity and a quarter as one of four equal parts  
Measures  
Compare, describe and solve practical problems for lengths and heights eg long/short, longer/shorter, tall/short, double/half  
Compare, describe and solve practical problems for mass/weight eg heavy/light, heavier than, lighter than  
Compare, describe and solve practical problems for capacity and volume eg full/empty, more than, less than, half, half full, quarter  
Compare, describe and solve practical problems for time eg quicker, slower, earlier, later.  
Tell the time to the hour and half past the hour and draws the hands on a clock face to show these times  
Recognise and know the value of different denominations of coins and notes.  
Geometry  
Recognises and names common 2D and 3D shapes, including rectangles (including squares), circles and triangles; cuboids (including cubes), pyramids and spheres.
Key Performance Indicators Year 2
 
Place Value  
Partition twodigit numbers into different combinations of tens and ones using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).  
Addition and Subtraction  
Add 2 twodigit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations.  
Use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).  
Subtract mentally a twodigit number from another twodigit number when there is no regrouping required (e.g. 74 − 33).  
Recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28).  
Multiplication and Division  
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary  
Fractions  
Identify 1/3, 1/4, 1/2, 2/4, 3/4 and knows that all parts must be equal parts of the whole.  
Measures  
Use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways).  
Read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug).  
Read the time on the clock to the nearest 15 minutes.  
Geometry  
Describe properties of 2D and 3D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).
Key Performance Indicators Year 3

Key Performance Indicators
Year 4
Place Value 
Counts in multiples of six, seven, nine, 25 and 1,000 
Counts backwards through zero to include negative numbers 
Orders and compares numbers beyond 1,000 
Rounds any number to the nearest 10, 100 or 1,000 
Addition and Subtraction 
Solves addition and subtraction twostep problems in context, deciding which operations and methods to use and why 
Multiplication and Division 
Recalls multiplication and division facts for multiplication tables up to 12 x 12 
Fractions 
Recognises and shows, using diagrams, families of common equivalent fractions 
Counts up and down in hundredths; recognises that hundredths arise when dividing an object by 100 and dividing tenths by 10 
Rounds decimals with one decimal place to the nearest whole number 
Solves simple measure and money problems involving fractions and decimals to two decimal places[LM1] 
Measurement 
Converts between different units of measure eg kilometre to metre; hour to minute 
Geometry 
Compares and classifies geometric shapes, including quadrilaterals and triangles, based on their properties and sizes 
Identifies lines of symmetry in two dimensional shapes presented in different orientations 
Plots specified points and draws sides to complete a given polygon 
Statistics 
Solves comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs 
Key Performance Indicators
Year 5
Place Value 
Reads, writes, orders and compares numbers to at least 1,000,000 and determines the value of each digit 
Interprets negative numbers in context, counts forwards and backwards with positive and negative whole numbers including through zero 
Addition and Subtraction 
Adds and subtracts whole numbers with more than four digits, including using formal written methods (columnar addition and subtraction) 
Numbers mentally with increasingly large numbers (eg 12,462  2,300 = 10,162)* 
Solves addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why 
Multiplication and Division 
Identifies multiples and factors including finding all factor pairs of a number and common factors of two numbers 
Solves problems involving multiplication and division including using a knowledge of factors and multiples, squares and cubes 
Solves problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates 
Fractions 
Compares and orders fractions whose denominators are all multiples of the same number 
Reads and writes decimal numbers as fractions eg 0.71 = 71/100 
Reads, writes, orders and compares numbers with up to three decimal places 
Solves problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25 
Measures 
Converts between different units of metric measure (eg kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) 
Measures and calculates the perimeter of composite rectilinear shapes in centimetres and metres 
Geometry 
Draws given angles and measures them in degrees (0) 
Distinguishes between regular and irregular polygons based on reasoning about equal sides and angles 
Statistics 
Completes, reads and interprets information in tables, including timetables 
Key Performance Indicators
Year 6
Place Value 
Rounds any whole number to a required degree of accuracy 
Uses negative numbers in context and calculates intervals across zero 
Calculation 
Multiplies multidigit numbers up to four digits by a twodigit whole number using the formal written method of long multiplication 
Divides numbers up to four digits by a two digit number using the formal written method of short division where appropriate, interpreting remainders according to the context 
Solves addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why 
Fractions 
Uses written division methods in cases where the answer has up to two decimal places 
Solves problems which require answers to be rounded to specified degrees of accuracy 
Recalls and uses equivalences between simple fractions, decimals and percentages, including in different contexts 
Ratio and proportion 
Solves problems involving the calculation of percentages eg of measures and calculations such as 15 per cent of 360, and the use of percentages for comparison 
Solves problems involving unequal sharing and grouping using knowledge of fractions and multiples 
Algebra 
Uses simple formulae 
Measurement 
Uses, reads, writes and converts between standard units, converting measurements of length, mass, volume and time. 
Geometry 
Compares and classifies geometric shapes based on their properties and sizes and finds unknown angles in any triangles, quadrilaterals and regular polygons 
Postion and Direction 
Draws and translates simple shapes on the coordinate plane and reflects them in the axes 
Statistics 
Calculates and interprets the mean as an average 
Interprets pie charts and line graphs and uses these to solve problems 
Kingsbury Episcopi Primary School, Stembridge, Martock, Somerset, England, TA12 6BP