Is it precious to ask about maths teaching at this point in reception?

[Redinthefacegirl]

It's mainly free/structured play but they have a phonics session in the morning and a maths session in the afternoon.

I have an idea of how phonics are taught. 4 sets across a 2 class intake have a short guided session.

But we've had no info on maths yet. DS says they watch videos and play video games. DS is a fair source of information but not great on detail from a whole 6.5hr day. He says they don't write numbers or count stuff. Surely they do some hands on stuff?

DS is my PFB but will it be a bit full on to ask about how maths skills are being developed in just the 2nd term?

Have you had a curriculum 5or been provided with curriculum information? If not that's poor.
Look at the documents Development Matters and What Happens When.

*curriculum meeting

They may be playing games involving counting, dice, using building blocks and counting them to see which is longest or tallest. They will have done birthdays for children and counted their age and sung songs with numbers and actions. They will have started adding and sums. Counting is easier than reading or writing and there will have been an assessment on entry and one at the end of the term to measure progress. The expectation is to 20 in order and out of order and backwards and recognising the number plus adding and subtraction.

mookie81There's been a recent website upgrade and there isn't any curriculum information on the new site yet.

This is because if a leadership change, there was an interim head last term and the new head started 2 weeks ago. So there has been quite a bit of flux, hopefully for the best.

cabbageking that's the stuff I was expecting to hear about, which is why I'm a bit perturbed by DS telling me they just watch cartoons. He could count to 100 before starting reception (he's Oct born). But I haven't really noticed any new ideas from him yet. We talk about numbers at home and I'm happy to support his interests.

Thanks btw, I appreciate your thoughts.

During the year they will do halving and sharing
and 2 and 5 counting on.
The tv programme might be numberblocks.
Our school used numicon.

There was very little maths in reception. I think most of both DC's class could do most of what was required by the end of the year on starting the year. (Numbers up to 10 or 20, basic number bonds).

Weighing stuff out, measuring stuff, playing with different 3D shapes, counting all kinds of things all are maths.
Often a large portion of free play involves maths/science - if I mix together sand and water how does it act, if I mix together earth and water how does it act.

lonecatwithkitten I completely agree. DS loves cooking, lego, magnets (well anything really). I love this age of wonder and enthusiasm.

I shouldn't wish more formal learning on him prematurely.

I'm think I'm just a bit perturbed by how much tv it sounds like they watch. Back in my day (80s) school tv was a rare episode of words and pictures or badger girl in a special room.

I'd just ask his teacher what kind of things they're doing in school for maths so that you can carry on supporting at home. The teacher should easily be able to tell you what they're working on and what your child needs to work on for their next steps x

Just because DS says they only watch cartoons doesn't mean its true. Like when kids say they've done nothing at school all day. He probably doesn't realise he's learning through play which is how it should be.

Do you have Tapestry (app showing learning activities?) or can you ask the teacher for a quick 5 minute look at his maths folder or book or however they keep evidence of learning?

He might say they watch cartoons and play video games as it's his favourite thing or the easiest thing to remember and explain. You could ask at parents evening if you have one coming up

I agree with just asking the school what they do and how you can support.

When DD2 was in reception (she's y10 now) they used to sneak a load of maths in without the children noticing. e.g. They counted each day how many children had packed lunches and how many school dinners, and sometimes worked out the difference between them. they tended not to sit down and 'do maths' in the same way they 'did phonics', but it was there all the same.