School: Bordesley Village Primary School/Nursery
Maths Champion: Stella Kee
A little bit about your setting, why you joined the programme and what you wanted to achieve from it.
I work in a lovely inner-city school in Birmingham which is part of a multi academy trust, we work closely with Cromwell Primary School in Nechelles. The school has a very diverse intake with nearly 75% of the nursery using English as an additional language. The parents also have language barriers but are very responsive and want the best for their children. The parents believe in education and are good at attending workshops. We have a variety of bi lingual staff who help us communicate with our families. The parents have been impressed with the information we send home. We have shared our Maths Champion journey with them using our Class dojo. We have encouraged maths development at home by sending home challenges. We have been learning to count in a variety of languages and encourage the parents to help us with their languages.
We joined the programme to help develop our knowledge and skills around maths and mathematical language. Some of our staff also use English as an additional language so we wanted to help improve everyone’s understanding and language. Many of the children are working below age related expectations and we noticed many of the children were unaware of shape and number names.
How did you decide what to do?
What did the audits highlight, what changes did you consider and how did you identify the change/s to be made?
Did the changes you considered come from the online training or resources etc?
By completing the online training, we were able to access up to date information. It has enabled us to work together and reflect on how we can make the greatest impact for our class. The courses were really informative and made us think about we could introduce a wider range of maths concepts into our indoor and outdoor learning environment. We decided to use some of the Maths Champion activities and have changed our tidy up time to stock check time.
The coaching module allowed us to think about how we can help upskill other staff through meetings and handouts. We decided to encourage other staff including the dinner ladies to think about maths at lunch time. They could point out to the children how much they had eaten using mathematical language such as most, some and all. I created a simple chart for them to fill in to show the children how much they had eaten.
The audits allowed us to really look at how we deliver maths and how it is represented within the classroom. We did a learning walk using our action plan and made notes of how we could enhance each area. We decided we needed to add more numbers for a purpose, create number lines on apron pegs and add more shapes into the classroom. We decided we would use shadowing and add numbers to the pen pots and the studio area. We wanted to update and provide a more ‘mathematically rich’ learning environment.
The audit made us think about how to incorporate shape into the garden and indoors. We decided we needed more examples of shapes and patterns. For example, adding shadowing under the square equipment boxes.
We decided we needed to add numbers for a purpose to the gardening area along with measuring equipment.
We discussed how to incorporate 3D shape into the environment. The children really enjoy water play so we purchased a variety of moulds in different shapes ready for freezing. After watching the excellent videos by Sue Gifford, we were really inspired to develop the block and construction area.
Find out more about the fully-funded Early Years Maths Champions programme.
What did you change or implement?
Outline a positive change, or changes, that have taken place as a result of being part of the Maths Champions programme. How did you plan for it and what did you do? How did you plan to assess the benefit of the change on staff practice and children’s experiences?
We organised all our resources and made lists of things we could use to enhance different maths area. We made use of equipment we already had hidden away and organised the maths storage cupboard. We talked to the children and asked them to collect milk top lids from home. The children helped collect stones and twigs from the garden. We created maths number cards, number lines and number spinners and we used them both indoors and out. Afterwork we would print out number cards and number lines; the children would help the next day to attach them to the equipment boxes. Some of the children helped write the number cards and helped hang them in the garden. The children helped to freeze the moulds and place them in the freezer.
We talked to the dinner ladies and showed them how to use the charts; we talked about the words we were trying to embed in the children. They were happy to help and be involved.
We revamped the construction area and removed a variety of other equipment so we could focus on just using blocks. We kept the small world figures, cars and animals’ underneath so the children could add to their play.
We encouraged the children to bring in recycled materials to use to create mini beasts, the children were in charge of sorting the ‘junk modelling’ boxes from big to small and others were given clip boards to write down how many had been collected. Once we had enough tubes and boxes the children discussed what creatures they would make and what shape box they would choose. We collected small parts to decorate the features and talk about shape.
In the garden we created measuring sticks using garden cane and number labels. The children have enjoyed counting, sorting and organising the seeds. We have measured the plants every week and staff have modelled mathematical language to the children. We made a washing line using pegs and the children wrote the numbers on.
For children
What has been the impact of the changes on children’s learning and development? How has being involved in the programme made a difference for children in your nursery?
The children are eager to solve problems and enjoy finding mistakes on the number lines. The children enjoy ‘stock check’ and many have been heard counting the pens back into the pot. The children are able to tidy up quicker using the shadows and we have seen others showing others how to line the boxes up. The children are taking more responsibility in looking after the pen lids and will tell others how many they need to find.
By labelling the apron pegs, the children have started to understand that there are 4 aprons. The fourness of four! They are able to count the aprons as they hang them up. By introducing clip boards to ‘stock check’ time, many of the boys are eager to have a turn. This has encouraged them to count more frequently and develop their counting skills and cardinality understanding.
By using maths in the garden, the children have been counting, comparing, estimating and measuring. They have really enjoyed observing the changes with many using the language of size and measure. The children are now independently measuring other things including themselves. For example, one child said “I am tall like a small tree”.
The children love water play and have really responded to the frozen shapes, the children can explore the shapes and are now able to name a cube and a cylinder. They enjoyed trying to melt the cubes and were describing what they could see happening. “Its wet, it go small” said one child. Another child was able to count the cubes and said he had a flat cube (a square). This led to discussion about solid and flat shapes. The children are using more mathematical language and have more understanding of 3d shapes.
The children have been learning about portion control through the Startwell programme, this has helped embed the children’s understanding of sizes. They have been eager to show the dinner ladies how much food they have eaten using words such as all, lots, loads, most and so much!
For families
What has been the impact of the changes on families? How has being involved in the programme made a difference for families whose children attend your nursery?
The parents have been pleased we are taking part in the course; they value maths and will often ask for maths homework. We have been able to support parents by offering the ideas and activities they can do at home to enhance their children’s understanding of maths. We have provided links to a variety of websites through class dojo.
The parents have commented that their children are using maths language at home and some have been trying to measure the car and their Grandad! The children can now point out shapes they see in the environment and have more awareness of 3D shapes.
The children can talk about portion sizes and use words to describe how much food they have eaten. Some have been making ice cubes at home.
The children are talking about the world around them and many are eager to share their experiences at home. They talk about the numbers they have seen and about the big trees by the school.
For staff
How has being involved in the programme made a difference to your staff team/individual practitioners? What has been the impact on their practice?
The training courses have been brilliant and have made us change the way we talk to the children when describing and modelling language. We are more aware of the words we use and how we can extend children’s understanding of maths.
The programme has allowed us to really look at the classroom environment and how we deliver mathematical learning. The programmes have allowed us to plan for changes and make changes. We have been able to enhance our learning environment to be a more maths rich environment.
Staff are more confident to deliver maths activities and have a better understanding that maths is everywhere, we just need to point it out! The dinner ladies have helped bridge the gap for the children who are now able to make links in their experiences and learning. They are using more words and seem more confident to have a try and join in. The staff can see the changes and quieter children seem more involved and like to have a responsibility.
For the Maths Champion and Deputy Maths Champion
How has the programme helped you as Maths Champion and Deputy Maths Champion to develop your own practice? What has been the impact on your practice?
I have really enjoyed completing the Maths Champion training and feel that it has improved my understanding of how young children develop early mathematical skills. It has increased my confidence to deliver engaging maths activities. The training helped me use play-based approaches to encourage children's mathematical thinking and problem-solving skills. The children are asking for challenges and enjoy solving problems. I feel I am supporting their learning and development with fresh eyes! I feel I am more confident to talk about mathematical concepts with the children and let the children play more open ended. The course has updated my knowledge and developed my professional development. The course has inspired me to make maths fun and increased our knowledge and ideas on how to implement more engaging activities that create a love of maths forever.
We are updating our maths programme and intend to use the activities and resources from maths Champion. The information we have had access to will allow us to embed quality learning opportunities for all our class. Gillian has been very helpful and was always quick to respond to our queries and worries! She managed to keep us on track and kept us motivated.
Sue Gifford’s training has been excellent and she has inspired me so much!
For the setting
What has been the impact on your environment?
The classroom has a more organised feel, the children are far quicker and good are putting stuff away. Staff feel confident to deliver maths activities and there is a visible change in the children’s language. Staff have noticed the children are using mathematical language and they have improved in their Wellcomm assessments. By using maths language throughout the day, the children have really picked it up and are able to use these words in everyday situations.
The resources have been organised properly so we know what we have and what we need. The children have developed an interest in the natural world and are able to use positional language.
What further improvements might you make and how will you continue to monitor the quality of maths opportunities within the setting?
• We intend to continue using the Maths champion activities for maths
• Continue to collect loose parts
• Continue shadowing and labelling new resources inside and out
• Sign up staff to other training
• Workshop for parents