Mathematicsin Reception

Parent Information Evening

2019 - 2020

The Early Learning Goals

Numbers 11 Children count reliably with numbers from

one to 20, place them in order and say which

number is one more or one less than a given

number. Using quantities and objects, they

add and subtract two single-digit numbers

and count on or back to find the answer. They

solve problems, including doubling, halving

and sharing.

Children estimate a number of objects and

check quantities by counting up to 20. They

solve practical problems that involve

combining groups of 2, 5 or 10, or sharing into

equal groups.

Space, shape

and

measures

12 Children use everyday language to talk about

size,

weight, capacity, position, distance, time and

money to compare quantities and objects and

to solve problems. They recognise, create and

describe patterns. They explore characteristics

of everyday objects and shapes and use

mathematical language to describe them.

Children estimate, measure, weigh and

compare and order objects and talk about

properties, position and time.

Our results 2018 - 2019

• 93% of our children obtained the Expected ELG overall level or above in Number

• 92% of our children obtained the Expected ELG or above in Shape, Space and Measure

• 56% of the cohort were Exceeding in Number• 53% were Exceeding in Shape, Space and

Measure

• National average for Expected in maths – not available until later this month

Aims of the talk:

• Growth mindset

• Lesson structure

• How we assess

• How we support and extend

• How we prepare for Year 1

Belief in Innate Ability

ASSUMPTIONS

Ability is fixed

“You either

have it or you

don’t”

BELIEFS

Inborn

intelligence is

the main

determinant of

success

OUTCOMES

Poor Results

Defeatism

Belief in Effort-Based ability – growth mindset

ASSUMPTIONS

Effort =

Development

BELIEFS

Consistent effort

and effective

strategies are

the main

determinants of

success.

OUTCOME

Engagement

Confidence

Results

The Reception Programme

• The Reception programme correlates with the Early Learning Goals forMathematics.

• It is carefully structured to ensure mastery in both number and shape, space and measure.

• Lessons ensure a coverage of both Early Learning Goals.

Teaching in Reception

• 3 different ways of teaching during the year

• A) whole class then House groups

• B) whole class then ability groups

• C) table-based, mixed ability pairs

The theory

Concrete pictorial Abstract

The Reception Programme

• Example activity

Daily Maths Meetings

• used to consolidate key skills

• Includes the date, the weather, patterns, shapes, number work

• focus is on fixing knowledge in the working memory

• 10 minute session during fruit

• Cumulative reflection on recent learning and previous learning

Assessment

• Learning objectives for every lesson

• Half termly re-evaluation of each child to measure progress towards ELGs

• Ability grouping to consolidate and stretch

• Greater depth questions

• Support – immediate intervention to plug gaps

Preparation for Year 1

• Maths sessions increase in length throughout the year

• Children are increasingly encouraged to explain their understanding both verbally and through drawings

• Close liaison between Reception and Year 1 year group leaders at the end of the year to discuss what has been taught and what support may be needed

Ways to help at home

• Talking about numbers• Counting in practical situations• Making numbers on fingers in different ways• Writing numbers• Looking at Newsletter to see what have been

learning that week, then practice at home• Finding shapes in the environment• Playing with capacity, weight and length• Use of mathematical vocabulary when talking

with your child