How to be a 'User' of your Maths Scheme Instead of a 'Follower' (and why it matters so much)

This is a session a ran for the members of my 'EYMaths 3-5 With Karen Wilding Community' on Facebook on Sunday 10th September 2023.
One of the most remarked upon changes I see when practitioners and schools come and learn with me is that their Maths subject knowledge improves dramatically. This means they not only understand the mathematics involved in what they're teaching for their children aged 3-5, but they see how incredibly important these skills will become as the child moves through school and begins to tackle more complex mathematics.
Without this level of understanding. skill and confidence, practitioners have no choice than to 'follow' a scheme; step by step, day by day, slide by slide and worksheet by worksheet. The focus is upon coverage and the belief is that the scheme will teach the children.
In this short session, I explore some of the significant issues within some of the most commonly used Maths schemes, where earlier embedded skills (subitising in particular -- a Maths Early learning Goal) that, when taught effectively, builds children's 'number sense' fluency to a remarkable level, are then ignored in favour of counting strategies (which are proven to prevent children gaining number sense, and therefore calculation, fluency).
As many of the teachers I support do not make the decisions about whether to have these schemes in their schools, as a Maths consultant, my focus is on actively supporting them in becoming 'users' and not 'followers' of these schemes. This leads to far greater confidence, ownership and enjoyment of their Maths teaching and, most importantly of all, means they can 'meet their children where they are' and build the strongest mathematical foundations for them now and for the future.
Author's Note: My concerns over the rapidly increasing use of Maths schemes in our schools, based upon the belief that a scheme will teach the Maths, are growing exponentially in the current 'high pressure, inspection-driven, instant fix' climate. Investment in teacher subject knowledge and pedagogical skill is the only way to teach Maths effectively and although a scheme may be able to contribute to this journey, this is what must be made a priority and is lacking across the profession.
I am always very happy to talk to any school leaders who wish to explore this further and would like to emphasise that I am fully sympathetic to why this has become the case, having been in practice myself for so many years. Investing in our teachers first and foremost, to do the very best by our children, is something I hope no-one in leadership would argue against.
Karen Wilding: Director Karen Wilding Education Ltd T/A EYMaths
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