King's Somborne C of E Primary School

Love - Trust - Hope - Joy




At King’s Somborne CE Primary school, we encourage the children to develop mathematical ways of thinking; to reason logically; to solve problems and to think in more abstract ways. During Early Years and Key Stage 1 pupils develop their knowledge and understanding of mathematics and number through practical activity, exploration and discussion.


During Key Stage 2 pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. However, we believe that the best learning in maths comes from children being engaged and involved - the EYFS and KS1 approach of practical activity and exploration must be something that we continue throughout the whole school. We believe that all of our children learn in different ways, and that they will also progress differently and at different times. Our aim is to ensure that they are sufficiently supported and challenged through the process.


We want to create an environment where maths is enjoyable, and applicable to real life. We want to engage in problem solving activities that encourage deep thought, calculation, re-calculation and dialogue between both pupils and teachers. We hope that our children become confident in their approach to maths by providing them with the key skills, but we also want them to be enthusiastic learners that understand the importance of mistakes. We want our children to know that this is part of the mathematical process, and for them to be able to reflect back upon just how successful they have been. For this to happen it must be modelled all day every day across the whole school. 10 out of 10 could indicate in sufficient challenge; 3/10 could mark huge progress - children are acknowledged as individuals and all learning journeys need to be celebrated.


For maths to be its most enjoyable, we have to experience getting it wrong, or not knowing how to do it, before we get it right - this is where the most satisfaction and confidence is obtained.


In essence, we want to develop confident and competent mathematicians who can apply their skills out of context; meaning that they understand what they are asked to do, rather than just understanding how to get the answer.


Our hope is that children will experience and encounter maths across the whole curriculum.

Many parents often ask which methods we use in school to add, subtract, multiply and divide.


Please have a look at our method progression documents below which might help.

If you are still unsure, please don't hesitate to ask your child's class teacher - we would be delighted to help.