Calculation Policy

Implementation
This policy must be adhered to when teaching the four operations. If you feel that the children are not ready for the strategy for their year, please refer to the strategy from the previous year/s. We have adopted the White Rose maths scheme to support teachers in delivering our mathematics curriculum from Years One to Six. We have adapted the scheme so that our teaching and learning objectives reflect the National Curriculum. Early Years Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures (Statutory Framework for the Early Years Foundation Stage, DfE: 2012).
Concrete: Concrete is the “doing” stage, using concrete objects to model problems.
Pictorial: Pictorial is the “seeing” stage, using representations of the objects to model problems.
Abstract: Abstract is the “symbolic” stage, where children are able to use abstract symbols to model problems. This approach develops children’s understanding at a deeper level and helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.
We use the White Rose Maths alongside the Development Matters in the Early Years Foundation Stage (EYFS) to plan our maths lessons. By the end of the reception year children are expected to reach the Early Learning Goal (ELG) outlined below:
Early Learning Goal for Number: Children can count reliably with numbers from 1 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 2 single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Children must be exposed to different representations of mathematical concepts in order to embed conceptual understanding. One of the aims under the Characteristics of Effective Learning is ‘creating and thinking critically.’ Children are encouraged to make links, find new ways to do things, solve problems, change strategies as needed, make predictions and develop ideas of grouping, sequencing, cause and effect.
Maths for young children should be meaningful. Where possible, concepts should be taught in the context of real life.