The syllabus that we follow is based on the National Curriculum, Key Stages 1 and 2, as well the requirements of Common Entrance and Scholarships to various senior schools.

The trick is to establish a balance between more traditional requirements and the newer, more problem solving approach to maths. Children do have to be able to do long multiplication, but they also need to know how and why their method works. They still need to know their tables by rote, but they benefit from seeing the patterns and tricks that exist within such structures. They need to be able to recall basic facts quickly but they also need to see and be given the chance to explain why and how they have solved problems.

Mental strategies play a major part in the syllabus. For example to find 10% you divide by 10; but why?! To times a number by 8 you can double it once, double again, and then double again. If 54 x 13 = 702 then how do you use that to work out 5.4 x 0.13, or 54 x 26, or 27 x 26 etc etc! The children are encouraged to see the numbers they are working with, to understand their value and to check if their answers make sense. Maths is everywhere around us, and this viewpoint is encouraged. For example all children who wear digital watches are encouraged to set their watches to the 24-hour system, so that its use is not just restricted to the classroom.

However, we also want well laid out work, methodical and systematic solutions and working, and the department provides guidelines and standards that are consistent from year to year. We believe these are valuable skills and techniques in all aspects of life and the children are encouraged to approach their work with self-discipline and pride.

Every year children from Year 5 upwards at Winchester House School take part in various maths challenges. These challenges cover most of the aims and objectives of what has been stated above. They are enjoyable and, of course, challenging!

The department has expanded its resources over the last few years. Learning has to be a tangible and visible experience for a lot of children, whilst for some that connection with the subject can occur solely within the imagination. We aim to enable the children to grasp the facts and skills, and then experience and learn how to apply what has been absorbed. If it makes sense, it is so much easier to learn and remember how to do something. If you know that 12 ÷ ¼ actually means 'How many quarters are there in 12?' then it is easier to remember that 12 ÷ ¼ can be changed into 12 x 4!