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White Rose Maths Year 1: What Students Learn And The Resources To Support Them

Emma Johnson

Here we look at the White Rose Maths Year 1 scheme of learning , the topics it covers across the year and provide lots of sample questions and White Rose Maths resources for those following White Rose in Year 1.  

About White Rose Maths 

Year 1 autumn term, year 1 spring term, year 1 summer term, recommended white rose maths year 1 resources, place value year 1.

• Place value(within 10) Year 1

Addition and subtraction Year 1

Addition and subtraction (within 10) year 1, shape year 1, place value within 20 year 1, addition and subtraction (within 20) year 1, place value (within 50) year 1, length and height year 1, mass and volume year 1, multiplication and division year 1, fractions year 1, position and direction year 1, place value (within 100) year 1, money year 1, time year 1.

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The White Rose Maths scheme of learning follows the national curriculum with a mastery approach to maths with a range of fluency, reasoning and problem solving elements. They also encourage concrete, pictorial and abstract representations to develop deep understanding of mathematical concepts. 

Read more: White Rose Maths

It is thought that approximately 70% of schools in the UK follow the White Rose Maths scheme of work and this is reflected in the thousands of students Third Space Learning tutors every week. Our tutors are highly skilled maths and pedagogy experts, well trained in the language, representations and approach used by White Rose. They are therefore able to deliver a one to one lesson that feels familiar to students who are also used to White Rose. 

Throughout this article you’ll see example lesson slides and example questions from Third Space Learning’s Year 1 maths curriculum that exemplify best practice teaching to the White Rose Maths Year 1 scheme. 

We’ve also provided lots of links to White Rose Maths Year 1 and key stage 1 learning resources that are suitable for use for each topic. In addition to the links provided, Third Space Learning also offers libraries for White Rose Maths Year 2 , White Rose Maths Year 3 , White Rose Maths Year 4, White Rose Maths Year 5 and White Rose Maths Year 6 .

About the White Rose Maths Year 1 scheme of learning

The primary school White Rose Maths scheme of learning has gone through several iterations and versions up to the current version 3. The scheme of learning SOL is designed as guidance and it is not necessarily intended for each small step to take one lesson. As with all teaching, it is important that teachers adapt this SOL for their class/ pupils. 

Topics covered in Year 1 White Rose Maths scheme of learning work

The White Rose Maths Year 1 SOL outlines which topics are taught, and when, throughout the autumn, spring and summer terms of Year 1. 

The breakdown for Version 3 of the scheme of learning is as follows 

• Place value (within 10)
• Addition and subtraction (within 10)
• Place value (within 20)
• Addition and subtraction (within 20)
• Place value (within 50)
• Length and height
• Mass and volume
• Multiplication and division
• Position and direction
• Place value (within 100)

​​Third Space Learning has created several collections of White Rose Maths aligned resources for all primary year groups from early years through to Year 6. These resources can provide a different perspective on a topic and so help pupils spend the time needed to fully embed a concept.

Here is a summary of the different collections available for schools following Year 1 White Rose Maths, many of them free to download from our maths hub. Links to the topic specific versions are provided within each termly breakdown below:

Ready to go lesson slides

These ready-to-go lesson slides come in the form of editable powerpoints with related worksheets that are designed for everyday teaching. The slides cover both version 2 of the White Rose scheme of learning (in blue) and version 3 of the SOL. They also include support slides that can be used to support pupils who need a little extra  pre/ post teaching to support their understanding.

Year 1 ready-to-go lesson slides

Pre and Post Diagnostic Questions 

These tests can be used before starting the place value block to assess gaps, and after teaching the place value block to identify progress. 

Diagnostic Assessments Year 1

Worked examples

Pupils check over completed questions to identify errors (or identify correct answers). Pupils are encouraged to explain the errors they find, not just ‘mark’ work. These worked examples help to solidify understanding by getting the pupil to discuss errors and how to avoid them. 

Year 1 Worked Examples

White Rose Maths Year 1 autumn term

In the autumn term, Year 1 focuses on place value (within 10), addition and subtraction (within 10) and shape.

Place value is taught as four separate blocks across the year, in year 1; with children working within 10 in the Autumn term, within 20 and within 50 in the spring term and within 100 in the summer term.

Place value (within 10) Year 1

This first place value block is the longest of the four place value blocks, spanning five weeks. At this stage, pupils learn to sort, count and represent objects; recognise numbers as words; count on and backwards within 10 and find 1 more /1 less. Children also learn to compare and order numbers and to use a number line

Example year 1 place value (within 10) questions

1. How many apples are there?

(Can you put a tens frame here, with 7 apples?)

Answer: 7 apples

2. Circle 7 ladybirds.

Answer: 7 ladybirds circled

Addition and subtraction is another topic, which is split across several blocks. Children learn to add and subtract within 10 in the autumn term and progress to adding and subtracting within 20 in the spring term.

In this first addition and subtraction block, pupils use part-whole models to investigate parts and wholes. Children learn to write number sentences; identify fact families and to calculate number bonds to 10. They use a range of concrete resources and pictorial representations to support them when adding and subtracting.

Example year 1 addition and subtraction questions

1. How many counters are there altogether?

Answer: 8 counters

2. Ben had 10 sweets. He gave 4 to his sister. How many did he have left?

Answer: 6 sweets.

Pupils begin this block by recognising, naming and sorting 3D shapes. They move on to investigating 2D shapes and learn to make patterns using both 2D and 3D shapes.

Example year 1 shape questions

1. Match the shape name to the shape.

Answer: Shapes labelled 

2. 2 shapes were used to make a pattern. 

a) Can you draw the rest of the pattern?

b) Can you name the 2 shapes in the pattern?

White Rose Maths Year 1 spring term

In the spring term, Year 1 focuses on place value (within 20), addition and subtraction (within 20), place value (within 50), length & height and mass & volume.

This second place value block is a shorter block than in the autumn term. Pupils count within 20 and continue to build on their understanding of 1 more and 1 less. They use a number line to 20 and learn to compare and order numbers to 20. 

Example year 1 place value within 20 questions

1. Write down the number shown in the tens frame.

2. What number is represented here?

In this second addition and subtraction block, pupils memorise and reason with number bonds to 20. They also investigate doubles and near doubles and learn to subtract using number bonds; counting back and finding the difference. Children also explore related facts and missing number problems. 

Example year 1 addition and subtraction (within 20) questions

1. Use the tens frame to work out 8 + 7

2. What is 17 – 5?

In this third place value block, pupils count from 20 to 50, in ones and by making groups of ten. Children learn to partition numbers into tens and ones; estimate on a number line to 50 and continue to build on their understanding of one more and one less.

Example year 1 place value (within 50) questions

1. 64 = ____ tens and ____ ones

Answer: 6 tens and 4 ones

2. Fill in the missing numbers:

25, ___, 27, 28, ____, 30, ____

Answer: 25, 26, 27, 28, 29, 30, 31

This is a short block, in which pupils learn to compare lengths and height. Children  measure length using objects and are introduced to using rulers to measure length in centimetres.

Example year 1 length and height questions

1. Which pencil is longer?

Answer: Pencil B is longer

2. Complete the sentence, so it is correct:

Line ____ is the shortest line.

Answer: Line B is the shortest line

In this block, pupils investigate the concepts of heavier / lighter and full / empty. Children also learn to measure and compare mass, volume and capacity. 

Example year 1 mass and volume questions

1. Which is heavier?

Answer: The train is heavier

2. Which container has less water?

Answer: Container B has less water

White Rose Maths Year 1 summer term

In the summer term, Year 1 focuses on multiplication & division, fractions, position & direction, place value (within 100), money and time.

Pupils begin to understand times tables, multiplication and division, through grouping and sharing small quantities. They learn to  count in 2s, 5s and 10s, followed by recognising and adding equal groups, and making arrays and  doubles.

Example year 1 multiplication and division questions

3 + 3 + 3 = 9

2. Share between 4

In year 1, pupils are taught half and quarter as fractions, by solving problems using shapes, objects and quantities. Children use a range of practical resources and visual representations to help them understand the concept of fractions. 

Example year 1 fractions questions

1.Shade in \frac{1}{4} of this shape

2. Put a ring round half the circles

Answer: Ring round 5 circles

This is a short unit in year 1. Pupils use the language of position, direction and motion. They learn to describe turns and position, using left, right, forwards, backwards, above and below. Pupils also learn to make whole, half, quarter and three-quarter turns in both directions.

Example year 1 position and direction questions

• Move the triangle down then left

In this final place value block of year 1, pupils count from 50 to 100 and use a number line to 100. They continue to build on their understanding of partitioning into tens and ones; finding one more and one less and their understanding of comparing numbers.

Example year 1 place value questions

1. What number is represented here?

Answer: 76 

2, How many tens and how many ones in the number 52?

Answer: 5 tens and 2 ones

Money is a short unit in year 1. At this stage,  pupils learn to recognise and know the value of different denominations of notes and coins. 

Example year 1 money questions

1. How much money is shown?

 b) 8p

2. Circle the group with the most money.

Answer: A has more money

In year 1, pupils use the language of time. They learn the days of the week; months of the year; hours, minutes and seconds. Children are introduced to telling the time to the hour and to the half hour.

Example year 1 time questions

1. What time is each clock showing?

Answer:  a) 4 o’clock and  b) Half past 9

2. Draw the hands on each clock, to show the time.

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Since 2013 these personalised one to one lessons have helped over 150,000 primary and secondary students become more confident, able mathematicians.

Learn how the programmes are aligned to maths mastery teaching or request a personalised quote for your school to speak to us about your school’s needs and how we can help.

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All you need to know to successfully implement a mastery approach to mathematics in your primary school, at whatever stage of your journey.

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White Rose Maths Reasoning & Problem Solving Kit

Product code: 708-ma10155, product actions.

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Why you'll love this product

• The Reasoning and Problem Solving Kit has been developed in collaboration with White Rose Maths, and supports their programme.
• The Kit is suitable to teach and strengthen reasoning and problem solving skills in KS1 and KS2.
• This kit is a whole-school solution, with resources for each year.

White Rose Maths Reasoning & Problem Solving Kit

Help develop reasoning and problem solving skills with this set of carefully chosen resources, created in collaboration with White Rose Maths.

This set of maths resources is a whole school solution, with resources for each year.

Read more about our fantastic White Rose Maths Kits here.

Product contents

• 1 x Dip n Pick Problem Solving Cards Group Set
• 1 x Graded Problem Solving Cards Group Set
• 1 x Making Maths Connections Activity Cards Group Set
• 1 x Bar Model Teacher Version
• 1 x Tray Lid
• 1 x Gratnell Storage Tray

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LbQ and White Rose Maths: an award-winning partnership

Dedicated resources to perfectly complement your White Rose lessons.

The main benefits of using LbQ alongside White Rose Maths

Ready-made mastery content

Based on the '5 Big Ideas' of maths mastery, our Question Sets allow teachers to deliver a coherent journey towards mastery.

Pupils progress automatically through the levels when they are ready, advancing from understanding to fluency, reasoning and problem solving.

To complement our mastery sets, you'll also have access to our full range of practice and assessment Question Sets. With just a few clicks, your high-quality, interactive lesson activity is ready to go.

Maximise your pupil's progress

By using LbQ regularly, whether that be as a key component of your curriculum implementation or purely for consolidation, you are sure to see increased pupil progress during the year.

Pupils receive personalised, teacher-authored feedback on their responses and can correct any mistakes in the moment.

Our scaffolded sets with automatic progression ensure all pupils are challenged at the appropriate level. Pupils are engaged - not by any gimmicks, but because they know they are taking control of their own learning.

Instant insights & intervention

Pupil responses are automatically marked by the platform, giving crucial real-time information to the teacher.

With our unique Results Matrix, LbQ teachers instantly know exactly how all pupils in the class are doing, meaning that they can intervene effectively before misconceptions become embedded.

Track pupil progress over time, building up a 'big data picture' of your class automatically. Keep the results forever, and use this data to inform your planning and intervention provision.

Try our White Rose Maths-aligned resources

Here's your chance to experience our interactive White Rose Maths resources first-hand. Any wrong answers given will reveal the unique feedback that pupils receive on the LbQ platform.

Y3 - NEW White Rose Maths: Length and Perimeter Block Review

An award-winning partnership.

“It's the perfect marriage; LbQ resources and powerful classroom platform aligned to White Rose Maths outstanding schemes-of-work. No marking, no photocopying... just great maths!”

Greg Adam, Managing Director Learning by Questions

“We're so excited to be partnering with Learning by Questions and we really feel that, together, we can make a difference.”

Caroline Hamilton, Managing Director White Rose Maths

How LbQ fits alongside White Rose Maths

Finding learning gaps.

Any of LbQ's sets can be used for pre or post-teach assessment, but we also have Block Reviews that include the relevant content for each White Rose Maths block. Use Block Reviews from an earlier year group to easily inform your planning for each block.

Dedicated White Rose Maths resources

As well as Block Reviews and schemes for White Rose Maths Y3-6, we also have dedicated sets to provide additional practice of the maths skills developed in the Y6 Summer Term projects.

Consolidation

Many teachers use LbQ sets at the end of a group of 2 or 3 related Small Steps to facilitate retrieval practice and to consolidate and extend the learning from previous lessons.

Intervention

Whether it's a short, same-day intervention or a more extended catch-up programme, LbQ has key resources that track right back to KS1. This allows teachers to fill in any important gaps in learning that are hindering the mastery of age-appropriate concepts.

Variety of implementation

Use LbQ to increase the variety of your curriculum delivery.

LbQ's questions are all unique and will complement the activities found in White Rose Maths presentations and workbooks.

Challenge and depth

All our mastery sets contain 10 unique reasoning and problem solving questions related to the lesson objective. Pupils will be challenged and will deepen their understanding of a concept whilst making links with other areas of mathematics.

Integrating LbQ into your planning

LbQ is highly flexible and can be used to enhance outcomes at various points during a learning sequence.

• After exploring concepts and teaching as usual, use one of our full maths mastery sets as the core practice component of a lesson.
• Use parts of our sets, or even individual questions from different sets, to target your questions precisely.
• Use our ready-made Block Reviews from previous year groups to easily gauge understanding of all pupils before new content is introduced.
• Use our shorter practice, reasoning and problem solving sets at other times of the day, for example, during registration periods.

“I've been particularly impressed with the mathematical tasks that embed the approach towards learning and follow the White Rose Maths schemes.”

George Gould, Year 6 Lead Teacher Jubilee Primary School, Hackney

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Question Sets

A Question Set is kinda what it says on the tin. It's a resource that contains between 10 and 40 questions based on a single National Curriculum learning objective.

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I See Reasoning - KS1

The ebook i see reasoning - ks1 gives 281 thought-provoking images and questions linked to all areas of the ks1 maths curriculum. tasks help to build children's conceptual understanding, promoting non-counting calculation and providing opportunities for reasoning and talk. there are rich tasks for deepening learning every day.

I See Reasoning - KS1 Addition  is a free sample section from the resource. Visual prompts help children to see likely mistakes, notice similarities between questions and develop new strategies for calculating. Techniques such as  Read the Pictures, Explain the Mistakes  and  Which Answer?  draw attention to key learning points and help to generate focused talk. For order enquiries, please read the Frequently Asked Questions .

There are prompts that open up mathematical investigations, for example the  Different Ways  tasks.  True or False? questions draw children's attention to key differences between correct and incorrect responses. There are also different question types that are specific to particular areas of the curriculum, like the  Missing Hand questions in the time section. There are answers too!

I See Reasoning - KS1 Addition  gives a free copy of one of the sections from the resource. Please use and share it!

The 281 tasks of  I See Reasoning - KS1  cover all areas of the Year 1&2 mathematics curriculum. There are many other question types that display maths concepts visually, including the use of bar models. All of the tasks encourage meaningful mathematical talk and challenge children to apply their understanding flexibly. This helps pupils to develop mastery in KS1 mathematics.

I See Reasoning - KS1  corresponds to US grade levels K and grade 1, and Australian school years 1&2. The sale price is  £15  When ordered, the PDF file is emailed direct to your inbox for your use. To purchase, click on the link below:

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Complete Year 1 Resource Pack for White Rose Maths

Resource Collection White Rose

Subscribe today and receive…

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This great value resource pack covers the entire Year 1 White Rose scheme of work. Created by maths experts and professionally designed, there are separate maths worksheets for every small step across the Autumn, Spring and Summer terms. Each worksheet mixes fluency questions with reasoning and problem solving, giving children the chance to practice key mathematical concepts and develop their maths mastery skills.

Ideal for use in the classroom, or to set as homework activities it will save countless hours of planning and preparation time.

You can find free sample units here.

The 101 resources cover all of the following:

Autumn term

Number: Place Value (within 10) Number: Addition & Subtraction (within 10) Geometry: Shape Number: Place Value (within 20) Spring term

Number: Addition and Subtraction (within 20) Number: Place Value (within 50) Measurement: Length & Height Measurement: Weight & Volume Summer term

Number: Multiplication & Division Number: Fractions Geometry: Position & Direction Number: Place Value (within 100) Measurement: Money Measurement: Time

This resource is part of the Created to support White Rose Maths collection. View more from this collection

• 101 worksheets with teacher notes

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White rose maths: year 1 summer term – block 4: comparing numbers (2) maths worksheets, white rose maths: year 1 summer term – block 6: dates maths worksheets, white rose maths: year 1 spring term – block 4: introduce weight and mass maths..., white rose maths: year 1 summer term – block 1: making equal groups maths worksheets, white rose maths: year 1 summer term – block 2: find a quarter (2) maths worksheets, white rose maths: year 1 autumn term – block 4: count one more and one less maths..., white rose maths: year 1 spring term – block 1: subtraction – not crossing 10 maths..., white rose maths: year 1 spring term – block 2: one more one less maths worksheets, browse by year group, upgrade now.

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Offham Primary School

Nurturing, Enquiring, Inspiring, Achieving

• The White Rose Curriculum for Maths
• Teaching and Learning
• Our Curriculum - Subject Overviews

Our Curriculum Intent for Maths

Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. 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.

Teaching and Learning of Maths (Implementation)

At Offham Primary School, children study mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics. Due to the interconnected nature of mathematics, at Offham we aim to teach maths in a cross curricular manner as well as discretely to teach the practical application of mathematical skills. We focus not only on the mathematical methods but also focus on mathematical vocabulary and to use Maths Mastery to broaden and deepen mathematical understanding.

We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. 

From the 2021/22 academic year onwards, schools in England will be required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice we use ‘Times Table Rockstars’ as an online and fun learning platform which also offer resources to be used in the classroom.

White Rose Mathematics 

At Offham we are pleased to closely follow the White Rose Mathematics scheme across the school. White Rose Maths is an organisation that aims to work collaboratively with teachers across the country to improve mathematics teaching. Inspired and informed by robust, world-class research and global maths experts, the scheme aims to transform maths education and change the experience of maths forever. The white Rose approach aims to help all pupils to master mathematics.

• White Rose Maths - Information for Parents

What does it mean to  master  mathematics?

A mathematical concept or skill has been mastered when a pupil can represent it in multiple ways, has the mathematical language to communicate related ideas, and can independently apply the concept to new problems in unfamiliar situations.

Mastery is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, pupils should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

This is not about just being able to memorise key facts and procedures, which tends to lead to superficial understanding that can easily be forgotten. Pupils should be able to select which mathematical approach is most effective in different scenarios.

All pupils can achieve in mathematics

A positive teacher mindset and strong subject knowledge are key to student success in mathematics. It is not the case that some pupils can do mathematics and others cannot.

No pupil should be left behind. The focus is keeping up over catching up. By making high expectations clear and emphasising the value of mathematics education, pupils are encouraged to build confidence and resilience.

Abilities are neither fixed nor innate, but can be developed through practice, support, dedication and hard work. Natural talent is just a starting point and does not determine who has more or less potential to achieve. A positive teacher mindset in maths encourages a love of learning and resilience that enables everyone to achieve.

All pupils are entitled to learn key concepts and skills

A scheme of work based around the principles of mastery really can be suitable for all. Pupils should have the opportunity to stay together and work through new content as a whole group. While mastery schemes of work may be challenging for some, the vast majority should be aiming for this standard. In extreme cases, where students have considerable learning difficulties, individual schools may want to put some alternatives in place.

It is important that high-attaining pupils fully understand key number concepts, rather than simply memorise a process. This will reap its rewards in the future at KS3, GCSE and A-level. Teachers can extend high-attaining students through depth, as opposed to acceleration onto new content.

Focus on depth

Deepen understanding before accelerating content coverage

All pupils benefit from deepening their conceptual understanding of mathematics, regardless of whether they've previously struggled or excelled. Pupils must be given time to fully understand, explore and apply ideas, rather than accelerate through new topics. This approach enables pupils to truly grasp a concept, and the challenge comes from investigating it in new, alternative and more complex ways.

Multiple representations for all

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help pupils explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

• Concrete  – Students should have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
• Pictorial  – Students should then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems.
• Abstract  – With the foundations firmly laid, students should be able to move to an abstract approach using numbers and key concepts with confidence.

Fluency, reasoning and problem solving

Teaching supports the aims of the National Curriculum

Problem solving

Mathematical problem solving is at the heart of our approach. Pupils are encouraged to identify, understand and apply relevant mathematical principles and make connections between different ideas. This builds the skills needed to tackle new problems, rather than simply repeating routines without a secure understanding.

Mathematical concepts are explored in a variety of representations and problem-solving contexts to give pupils a richer and deeper learning experience. Pupils combine different concepts to solve complex problems, and apply knowledge to real-life situations.

The way pupils speak and write about mathematics transforms their learning. Mastery approaches use a carefully sequenced, structured approach to introduce and reinforce mathematical vocabulary. Pupils explain the mathematics in full sentences. They should be able to say not just what the answer is, but how they know it’s right. This is key to building mathematical language and reasoning skills.

Pupils should be able to recall and apply mathematical knowledge both rapidly and accurately.  However, it is important to stress that fluency often gets confused for just memorisation – it is far more than this. As well as fluency of facts and procedures, pupils should be able to move confidently between contexts and representations, recognise relationships and make connections in mathematics. This should help pupils develop a deep conceptual understanding of the subject. Frequent, carefully designed, intelligent practice will help them to achieve a high level of fluency.

Number at the heart

A large proportion of time is spent reinforcing number to build competency and fluency. Number is usually at the heart of any primary mastery scheme of learning, with more time devoted to this than other areas of mathematics. It is important that pupils secure these key foundations of maths before being introduced to more difficult concepts.

This increased focus on number will allow pupils to explore the concepts in more detail and secure a deeper understanding. Key number skills are fed through the rest of the scheme so that students become increasingly fluent.   

The intended impact of Maths teaching and learning at Offham

Throughout each lesson formative assessment takes place and feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and ensure they are providing a mathematics curriculum that will allow each child to progress. The teaching of maths is also monitored on a termly basis through book scrutinies, learning walks and lesson observations. Each term children from Year 2 and above complete a summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. Key Stage 1 use a combination of Headstart Assessment tests and previous SATs papers (Year 2) whilst Key Stage 2 use Headstart Assessments and previous SATs papers (Year 6.) The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment.

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.

Progression of Skills

• National Curriculum Maths Progression Primary
• Ready to progress criteria

Our School Policies for Maths

• Mathematics policy 2021-2022 (under review)
• Maths Calculation Policy 2022-2023

Unfortunately not the ones with chocolate chips.

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Year 1 - Addition and Subtraction Reasoning Slides- White Rose Style

Subject: Maths for early years

Age range: 5-7

Resource type: Other

Last updated

11 July 2020

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kellywilbyshu

Brilliant resource for mixed reasoning and the kids all love a lucky dip.!

MasterTheCurriculum

So pleased this has gone down so well with the children!

Empty reply does not make any sense for the end user

I teach Year 1 they really liked it and all wanted to solve the problems

Hello! Thank you for your feedback. This is great to hear and we are glad that this helped with your pupils learning :)

Excellent resource. I am so please to find this. Thank you.

Fab for keen Reception kids in summer term. Thank you <br />

suejanebarr

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