Maths

We prioritise secure number sense and conceptual understanding, ensuring pupils build strong foundations before moving on to more complex ideas. Through carefully sequenced teaching, children develop fluency in calculation methods and apply their knowledge to reasoning and problem-solving in a range of contexts. This approach prepares children for life beyond school, equipping them with the skills to think logically, solve problems, and approach challenges with confidence.

Intent

• Develop a culture where children enjoy their maths learning and flourish in this area.

• Promote positive mathematical mindsets so that children feel confident, challenged, and able to experience success.

• Secure children’s understanding of key concepts, mathematical language, key facts, and calculation strategies, enabling them to reason and problem-solve fluently.

Implementation

The National Curriculum for maths is taught to all year groups using a CPR approach (Conceptual Understanding, Procedural Fluency, and Reasoning & Problem Solving) to develop mastery. This is tailored to the needs of all learners.

1. Conceptual Understanding- Children develop a secure understanding of mathematical concepts. This includes exposure to key vocabulary and real-life applications of skills. Key strategies are explicitly modelled, with opportunities for shared practice.

2. Procedural Fluency- Children are provided with a wide range of opportunities to practise and secure the strategies they have learned.

3. Reasoning and Problem Solving- Children apply their knowledge in varied contexts to deepen understanding. They articulate their thinking using terminology such as describe, explain, convince, justify, and prove.

• A clear progression in knowledge, skills and vocabulary is taught throughout the school starting at Early Years through to year 6 to ensure connections are clear, coverage is met and the sequence builds on skills as children progress through school.
• Trio Time is used to retrieve and reinforce previously taught knowledge and to assess retention.
• Teachers assess and adapt teaching for all groups of learners, specifically providing extra targeted support and challenge for SEND, pupil premium and our most vulnerable children.
• For each mathematical topic, key vocabulary, definitions and strategies are displayed on working walls to support children's learning.
• Mastering Number is embedded in EYFS and KS1 to strengthen number sense and early fluency.
• White Rose Schemes of Learning are used to support planning, resourcing, and assessment.
• In mixed-age classes (Kingfishers and Bluebirds), teachers plan and deliver objectives systematically across year groups through a split-input approach.
• Times Table Rockstars and Claire Christie’s times tables resources are used to build multiplication fluency.
• Manipulatives and visual representations are used effectively and inclusively to ensure all pupils can access learning.
• Independent work, through star challenges, provides opportunities for children to develop fluency, independence, and stamina whilst also challenging themselves.
• Reasoning, problem solving, and oracy are integral to independent work, allowing children to deepen their mathematical thinking.
• Arithmetic Clinic is delivered weekly to develop arithmetic skills and stamina. Misconceptions or areas for development are identified and taught explicitly the following week.

Impact

Children will:

• Become competent and confident mathematicians with secure understanding of mathematical concepts.

• Develop a love for maths and actively participate in mathematical dialogue with peers and adults.

• Achieve automaticity in core skills such as times tables and number bonds.

• Apply their knowledge in a range of contexts, articulating their thinking at a deeper level through reasoning and problem solving.