#325 Implementing Maths into the Early Years Setting – ABC Childcare

Through Peer observations and the increase in planned activities related to Maths, it shows an increase in staff confidence in utilising maths language in their everyday practice and through the activities planned. Utilizing new strategies as well as remembering some of the activities they have done in the past. We had great engagement in how to change the setting to implement maths throughout the whole environment, making changes such as the number line being cut down to 10 rather than to twenty and including opportunities for children to subitise.

We are currently waiting for the cohort report to see the impact on the children’s overall learning due to waiting for assessments. However, through observations I have noticed a change within their development, the strategies we have learnt and implemented have had a good impact on the children and we can see this within their play as well as within adult led activities.

• Identifying the problem.
• Selecting appropriate interventions/activities.
• Planning when, where & who would deliver interventions/activities.
• Planning how to measure success (setting short/medium/long term implementation outcomes).
• Working with the team, sharing ideas and new knowledge.
• Implementing new activities with the children, buying in resources, arranging staff training etc.
• Monitoring your project for success, e.g. by talking to staff, conducting learning walks, reviewing children’s tracking data, etc.
• Keeping continuous contact with an EYIL Network for support.

Do more training sessions with staff, I feel they would have benefitted from the EYmaths program and sometimes teaching what you have learnt may not follow through as well as the professional does it.

Time is always in issue, remember to not rush your own learning, to be able to implement and imbed your new learning you may need to do this within your time, so you have a deeper understanding.

The children continue to amaze me, with their own knowledge and how quickly some of them can pick up something so new and develop a greater understanding.

Parent Partnership: Although we have communicated with parents though our parent forum, it has been difficult getting responses back. I think the children would have benefited from activities going home sooner and not waiting until the summer term. I am hoping to still get feedback for these activities.

I found it very helpful to have my managers support and she had also done the EyMaths course with me which was great as we were able to share our learning and ideas with each other and both able to model this to the staff and implement our learning into our activities.

• Cost to release an EY practitioner for ½ a day per week, for 1 year to attend training, write an action plan, undertake relevant duties, and monitor progress.
• £2,000 to purchase resources or in-setting training for staff.

Access to a laptop and internet connection to attend virtual training & network meetings.

Feedback from staff:

“The training Reinforced knowledge, it’s good to know that what you know is right. Must have the confidence to use my knowledge and not be concerned that something is not right”

‘’Really enjoyed the training it has helped me feel more confident”

“Loved the ideas to incorporate into my everyday practice”

“It’s created more math opportunities both inside and outside for all children, meaning more maths language being used in the setting.”

Quotes from children during activities both adult-led and child led:

Looking at sunflower seed (part of the EYmaths sunflower challenge):

“I can see this one and i can see 2 its white and black and its 2 sides have lots of black. because if it’s dark and sunny it will fly, the wind makes it fly if someone blocks the plant it won’t grow we need three more then its full”

“These are flowers, this one is pink. It’s yellow because there’s honey inside it. That one is rainbow I like that one. I see 3 and 1 and that makes 4, I see 1 and 2 and that makes 3, I see 1 and 1 that makes 2 there’s 2 sunflowers, we need three more”

Exploring shapes:

“This one a circle (cylinder) that’s a square one (cube) This one triangle shape (triangular prism) I’m building a tower, woh it fall”

“This one has 2 triangles on it (triangular prism) this one is like a ball (sphere) this one has squares (cube) I’m building a bridge. Now I’m building an aeroplane. I’m good at building”

Looking at 5 frames:

“We have 1 full 5 frame, we need another 5 frame”