Maths Day 2018

Reception class counted up and down in 10s and made 10s pictures using their hands.

We enjoyed learning about different areas of maths through different maths stories. 

Year 5 investigated changes in area and perimeter and also measured the perimeter of sections of the playground and calculated areas. Reception class counted up and down in 10s and made 10s pictures using their hands. Children in Year 2 enjoyed measuring and drawing different sized beanstalks to different heights. In Year 3 the children investigated the value of each digit and the importance of 0 as a place holder. Children in Year 4 were on the hunt for the missing fraction. To do this they had to work out equivalent fractions.

Children in Year 2 enjoyed measuring and drawing different sized beanstalks to different heights.


Maths Progression of Skills

Maths at Overdale CP School

Overdale’s maths curriculum is driven by challenge for all groups of learners. Activities, lessons and units of work are designed around skills to be learned, difficult questions to be answered and problems to be solved. It is an exciting curriculum, in which children are given a chance to explore maths in different contexts as they learn skills in fluency, problem solving and reasoning (based upon the aims of the National Curriculum).


Strengths of the maths curriculum:

  • Leaders and governors focus on consistently improving maths, this means that in the end of KS2 outcomes, improved attainment in both expected and greater depth was shown.
  • All teachers have high expectations of pupil outcomes in mathematics and as a result pupils are able to achieve above National expectations in KS1.
  • Implementation of a new scheme of learning for maths ensures that pupils are inspired to learn.
  • Pupils are helped to understand where their strengths and areas for development in maths lie as a result of assessment for learning and next steps, this ensures that gaps are closed for all groups of pupils.
  • Leaders and governors use high quality professional development to encourage, challenge and support teachers’ improvement, as a consequence teaching is highly effective in maths across school and is demonstrated through improved progress outcomes at the end of KS2 which are in line with National expectations.


Areas for development:

  • At the end of KS2 outcomes for attainment are not yet in line with or exceeding National expectations.
  • We are aware of the gap in progress and outcomes between disadvantaged children and other groups.
  • Outcomes for girls are not yet equal to outcomes for boys by the end of KS2.
  • Some pupils are not making fast enough progress, because basic skills are not retained and therefore they are unable to build on the skills required to make progress in their year.


Intended actions:

  • In order to ensure that standards in attainment and progress continue to rise we will monitor the quality of learning, pupils’ progress and attainment in maths.
  • To ensure more rapid progress, we will use strand teaching to embed basic skills and to teach the gaps in pupils learning.
  • To narrow the gap between disadvantaged pupils and others, and girls and boys attainment and progress we continue to embed strategies for closing the gap and continue with high quality first teaching.
  • All teachers will agree on non-negotiables for each class to ensure that children are moving through school with basic skills embedded.

Maths Curriculum Information