Maths in the Early Years

Early Maths

We understand that every child is unique and will join us in the Early Years with different experiences and at different stages of development. Developing a strong sense of early number is essential and this lays the foundations for children to become fluent and confident mathematicians in later years. Children in the Early Years Foundation Stage (EYFS), in the Nursery or Reception classes, are taught maths through a balance of adult-led and child-initiated activities. They are presented with opportunities to apply the same skill in a variety of different ways and in different contexts until it is mastered and learnt deeply. Skills and concepts are introduced as part of playful adult-led sessions and then developed through continuous provision, both indoors and outside, where the children have access to both the same and similar resources used during a taught session.

In the Early Years, we use 'Learning Trajectories’ and the six key areas of early mathematics learning from the NCETM to provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond.

Reception

In Reception, children access their early maths curriculum through the NCETM Mastering Number programme, which aims to secure firm foundations in the development of good number sense, patterns in number, shape, confidence and flexibility. 

Teachers plan for skills to be practised throughout the day and are able to step into children’s play when they see an opportunity to support or develop learning. Mathematical opportunities are further developed using simple games and through stories, rhymes and songs. 

Nursery

We believe that in order for children to be enthusiastic and confident learners in mathematics, we need to provide a solid foundation to build upon which begins in nursery. Our curriculum builds progressively on the guidance from Development Matters or Birth to 5 Matters.

Our practitioners have a range of tools in their toolkit to support children throughout the day, in routines and the enabled environment to experience:

• a planned adult led activity
• high-quality adult interactions, which may be small group or 1:1
• opportunities to model and experience sustained shared thinking focusing on developing mathematical vocabulary and language
• mathematical opportunities through the daily routines e.g. snack time

We use Master the Curriculum in Nursery as it provides a detailed overview of a progressive maths curriculum which sequences the essential small steps needed in order to be ready to move into Reception. 

We believe that picture books, songs and rhymes can be an opportunity to develop children’s maths and reading skills at the same time. Many storybooks have pictures and storylines that feature important early math concepts, such as numbers, shapes, patterns, and measurement. Talking about the maths found in picture books can support children’s curiosity and enjoyment of maths.

Teaching and learning

Children are usually taught in small key groups, either by the class teacher or the class-based TA. Teachers plan and discuss possible misconceptions and difficulties with the class TA before each session.  There may be occasions where the whole class is taught together, depending on the content of the session. Taught sessions are short and designed to both support and challenge individuals. These key group carpet sessions may take the form of a game, a story or a problem to be solved.

Following on from a carpet session, a teacher may set up an activity for children to access as part of the continuous provision. This would mirror the taught session and allow children to practise and develop the skills taught. Staff may also target children to work on maths concepts during their play.

Throughout the day, staff use opportunities to teach maths outside of the carpet session. During register time, for example, reception children self-register by placing their picture on a tens frame, teachers then discuss bonds to ten (how many more people would we need to fill this frame?) and composition of numbers beyond 10 (we have two full cards and 3 more, we could count 10…20…21…22…23). At snack time an adult might not have enough fruit and ask the children how many more do we need? Or they may be matching the straws with the milk and notice that they have the same number of each. In Nursery, they might be encouraged to put three toys in each basket when tidying up or use a linear calendar to count how many days until the weekend.

Each classroom has a maths area with a variety of equipment, including both structured apparatus and natural resources. These are introduced to the children during taught sessions and children have access to them throughout the day to use in different areas and contexts. Children have access to other maths resources in the outdoors area also.