What schools expect
The DfE programme of study sets two clear goals:
Add and subtract within 20. Know number bonds to 10 and 20 by heart. Solve one-step word problems.
Recall addition + subtraction facts to 20 fluently. Add and subtract two-digit numbers including regrouping. Solve two-step word problems.
Fluency is the key word. By the end of Year 2 children should know 7 + 8 without counting — the same way you know it. That takes practice.
Common stumbling blocks
If your child finds maths hard, it's usually one of these three things — not "they're not good at maths":
- They count on their fingers for every fact. That's a sign number bonds aren't in long-term memory yet. Solution: short, frequent recall practice (2 minutes daily beats 30 minutes weekly).
- They don't understand "regrouping" (carrying over). When 7 + 8 becomes 15, where did the 1 in 15 come from? Solution: physical objects — Lego, pasta, coins — grouped into tens.
- They can do the maths but freeze at word problems. Solution: read it together first, underline the numbers, then ask "is this an adding question or a take-away question?"
Three kitchen-table games
You don't need to buy anything. Try these:
Take 20 small things (coins, dried pasta, buttons). Drop them in two piles. Cover one pile. "I had 10 altogether. The pile you can see has 4. How many under my hand?" Reveal. Cheer either way. 5 minutes.
Find a supermarket receipt or fridge magnet prices. "If apples are 30p and a banana is 20p, how much for both? You've got £1, what change?" Real coins make it easier.
"Spot two number plates. Add the first digits. Whoever's right gets a point." Long journeys are training grounds.
When to worry (and when not to)
It's normal for children to find some bits hard. It's also normal for them to get worse before they get better — when they're learning a new method, accuracy can dip temporarily.
Talk to the teacher if your child can't count to 20 reliably by mid-Year-1, or if they can't recall any number bonds to 10 by the end of Year 1. Earlier intervention is easier than later.
Above all: keep maths positive. If a child decides "I'm bad at maths" by age 7, that label sticks for years. Celebrate effort, not just right answers. "Good thinking!" beats "Well done, that's right" because it values the process.
Well done!
You finished this lesson. You worked hard and learned something new today. 🎉
Next module →