Developing Provision to Support Mathematics

Developing Provision to Support Mathematics Providing a wide and diverse range of high quality learning experiences and indoor and outdoor environments which support mathematics is vital.

In Enabling environments Comments Areas for development place? The overall environment – indoor Is the setting bright, well organised and inviting to walk into? Are the resources and working areas clearly labelled – with words, pictures or real objects, where appropriate? Do the resources reflect all families and cultures? Is there a number line which reflects children’s interests displayed at child height – with picture clues, where appropriate? Do displays include typed and handwritten numerals, by both adults and children? Do the displays celebrate children’s achievements in Maths and support children’s future learning? Are there interactive displays / investigation areas which promote

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In Enabling environments Comments Areas for development place? children’s exploration of Maths? Maths workshop / zone / reference area Are there story and information texts which support numbers for labels and for counting, calculating and shapes, space and measures? Are children encouraged to use resources from the Maths workshop / area to support their learning in other areas of provision? Is there a height chart showing standard and/or non-standard measures? Is there a meaningful number line at child height? Are resources clearly labelled so that children can access them independently? Is there a wide range of natural resources, e.g. pebbles, fir cones, shells? Is there a wide range of commercially produced resources to support exploration of number and calculating?

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In Enabling environments Comments Areas for development place? Is there a wide range of commercially produced resources to support exploration of shape, space and measures? Can children access games independently, e.g. lotto, snap, dominoes, track games? Are there ‘collections’ of things for children to investigate, sort and sequence, e.g. boxes, buttons, socks, coins, beads, keys? Is there a display which draws attention to numerals in the environment/ everyday life? Can children display their early attempts at recording independently? Is there a washing line at child height so that children can peg numerals in the correct order? Other areas of provision/learning zones Are resources that support Maths high profile in all areas of provision/learning zones? Are there opportunities for children to match 3D objects to 2D silhouettes in storage, e.g. water play, sand play?

In Enabling environments Comments Areas for development place? Are there books/cards with words of number songs and rhymes in the music and sound making area? With number props, e.g. five frogs, ten in a bed? Are there empty boxes and packaging, reclaimed materials, materials to encourage exploration of pattern in the creative workshop? Are books which support Maths high profile in the book area? With story props? Are numerals explicit in small world, imaginative play, e.g. road signs? Are there practical, hands on opportunities to explore shape, space and measures e.g. sand, water, play dough, clay? Does the large block area/small construction area have visual images of things children can construct, photos of children’s constructions and a range of construction equipments, including reclaimed materials? The outdoor learning environment Does the outdoor environment complement and extend the indoor environment?

In Enabling environments Comments Areas for development place? Is the area well organised, inviting and challenging? Are there opportunities for children to be physical? Are there opportunities for children to be messy on a large scale? Are there opportunities for children to explore Maths through movement e.g. obstacle courses, den making, travelling games, tracks, construction on a large scale? Can children access resources and return them independently? Is there a washing line at child height so that children can peg numerals in the correct order or socks/T-shirts to make repeating patterns? Are there opportunities to explore drawing shapes, patterns or numerals on a large scale, e.g. chalking on floors, large-scale chalk boards, easels, ‘painting’ with water and decorators’ brushes? Are there permanent playground markings or chalked markings which support Maths, e.g. shapes, numerals, tracks?

In Enabling environments Comments Areas for development place? Is there a number line and height chart? Are there small resources and ‘targets’ to support scoring, e.g. basketball hoop, beanbags, quoits, skittles, knock–down cans? Are there resources to support the use of tallies or scoring?

In Learning and Development Comments Areas for development place? Good practice in learning, teaching and promoting achievement Are children able to use and manipulate everyday and mathematical practical resources? (see environment audit above) Are everyday routines and incidental occasions used to reinforce the vocabulary of mathematics? Do children engage in mental mathematics work each day to secure and develop knowledge, skills and understanding in mathematics? Is an interest in mathematics kindled by practical opportunities that engage children in exploration? Are children encouraged to learn from their mistakes and explain methods, approaches and understanding? Do children have opportunities to use and apply their skills, knowledge and understanding in mathematics to solve problems, including those presented within other curriculum areas?

In Learning and Development Comments Areas for development place? Good practice in learning, teaching and promoting achievement – Role of the Adult Do adults model the vocabulary and language of mathematics and provide opportunities and time for children to use this language to discuss mathematics? Do adults model the use of resources to support problem- solving? Do adults encourage open-ended thinking by not settling on the first ideas? Do adults use the language of thinking and learning: think, know, remember, forget, ideas, makes sense, plan, learn, find out, confused, figure out, trying to do? Do adults give feedback and help children to review their own progress and learning? Do adults talk with children about what they are doing, how they plan to do it, what worked well and what they would change next time?

In Learning and Development Comments Areas for development place? Good practice in learning, teaching and promoting achievement – Developing a Professional Learning Community Is information from data analysis, direct observation of mathematics and scrutiny of children’s activities used to improve outcomes for learners? When organising direct observations do you include other curriculum areas and record mathematics in the learning of other subjects? How do you build on the views of children, staff, parents and partners to improve learning in mathematics? Do children understand the purpose of their learning? Do they see real- life contexts where they would apply the mathematics? Do assessment policies and practices ensure that those who require additional support with mathematics are identified and tracked at an early stage? Do you have clear evidence that children have made significant progress from prior achievements? Do your comments to learners

In Learning and Development Comments Areas for development place? provide sufficient guidance to enable them to improve? At points of transition do you use assessment information for mathematics to ensure continuity of learning? Is provision for CPD focused on developing the expertise of staff to:  Choose teaching approaches and activities that foster children’s deeper understanding of mathematics;  Check and probe children’s understanding of maths;  Understand the progression in strands of maths. over time so that they know the key knowledge and skills that underpin each stage of learning? Is the school identifying and tackling inconsistency in the quality of mathematics teaching?

In Learning and Development Comments Areas for development place? Good practice in learning, teaching and promoting achievement – Parents as Partners Are parents engaged in their child’s learning of mathematics through a variety of home link resources which promote and extend children’s learning? Are parent’s supported to develop an understanding of how children learn mathematics and how to support this at home. Are parents encouraged and supported to improve their own confidence and skills in mathematics?

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