Mrs Traynor is mad about maths, and that is why she is Winlaton’s amazing numeracy co-ordinator! there’s nothing she doesn’t know about numbers, which helps her to support all of our staff to deliver exciting maths lessons, develop mastery and focus on problem solving in real-life contexts.

Numeracy Overview

Purpose of Study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


Winlaton West Lane Primary, following the national curriculum for mathematics, aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.


Spoken Language

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

School Curriculum

The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.


Year 1 have the right to be healthy…

Year 1 have been exploring healthy and unhealthy foods in PSHCE, because we all have the right to a balanced diet (UNCRC, article 24). We tasted some unfamiliar fruits and talked about the taste of each, collecting our preferences and then putting this data (information) into a pictogram in our maths lesson. We discovered that pineapple was the most popular fruit…

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Year 1 become master shape sorters!

Year 1 have become master shape identifiers! We have been using our knowledge of 3-D shapes to sort them into different groups – sorting the shapes by size, colour and properties. We decided the best way to sort the 3-D shapes was to sort them into round and straight edges – finding shapes which had both round and straight edges in our hoop venn diagrams.

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Year 2 become masters of shape!

Year 2 have been exploring 2-D shapes this half-term – identifying, sorting and classifying them according to their different ‘properties’  whilst also using correct mathematical vocabulary to describe them – vertices, sides, equal sides, parallel lines etc. The children worked in pairs / groups to decide themselves how they would sort their piles of 2-D shapes. Take a look at some of the interesting range of comments made by the children, explaining the different ways in which they sorted their shapes…

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Year 1 enjoy some ‘jammy’ maths!

In maths this week, Year 1 Holly have been learning about halving and quartering. We explored these mathematical concepts in a fun and practical way – by halving and then quartering some slices of bread!

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Reception share some busy News…

This week in Reception, we have learned a new sound in Phonics ‘TH.’ We looked at how these two letters (when put together) produces two sounds which are very similar - in words such as ‘that’ and ‘this’ we say it louder, whereas in words like ‘moth’ and ‘thin’ the...

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Reception go down to the woods!

We have been very busy this week in Reception! We went on our first trip to Chopwell Woods (which was brilliant!), we learnt some new sounds in our phonics and we have been developing our number work in maths!

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Year 1 Holly explore measuring…

This week in Year 1, we have had fun measuring – using tape measures and rulers to measure the height of objects and people! We then used our maths skills to record the different heights in centimetres (cm).

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Nursery explore how ‘Little Red Riding Hood’ measures up!

In nursery, we have been reading the traditional tale ‘Little Red Riding Hood’. The children have enjoyed joining in with key phrases from the story (Grandma what big eyes you have). They have been dressing up as the characters Little Red Riding Hood and Grandma and using role play masks and puppets to act out the story.

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Year 5 soar into the solar system!

This term in science, Year 5 have been learning about the Solar System. We decided to set up our own model (using fruit and some toilet paper!) to investigate one of the questions which we came up with – ‘How far away are the planets from the Sun?’

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Y1 Chestnut become scientists!

This week in science, Year 1 Chestnut have been exploring and identifying different parts of the human body, using different objects (non-standardised units of measurement) to measure parts of the body…

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