Maths
Intent
At St Matthew’s C of E Primary and Nursery School, we believe mathematics is a fundamental part of children’s development from an early age. We aim to deliver a curriculum which:
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Provides creative and engaging learning opportunities that enable all pupils to explore mathematics through a mastery approach
- Develops confident, resilient learners who believe in themselves as mathematicians and persevere when faced with challenge
- Recognises the importance of mathematics in everyday life, preparing pupils for future learning and wider opportunities
- Ensures all pupils access the same ambitious curriculum, with appropriate support and challenge to achieve their potential
- Makes rich connections across mathematical ideas to develop fluency, reasoning and problem solving
- Enables pupils to apply mathematical knowledge across the wider curriculum
- Is in line with the expectations of the National Curriculum (2014)
Implementation
Our mastery approach is designed to develop children’s knowledge and understanding of mathematical concepts from the Early Years through to Year 6.
We follow the National Curriculum and use NCETM (Years 1–3) and White Rose Maths (Years 4–6) to support planning, sequencing and assessment. We are working towards consistent use of NCETM across the school to ensure coherence and progression over time.
Teaching and Learning
- Lessons begin with retrieval practice to support long-term memory and identify starting points for learning
- Key vocabulary is explicitly taught, revisited and embedded throughout each unit
- New learning is introduced through clear modelling, following an I do, We do, You do structure
- Teachers use ongoing assessment within lessons to adapt teaching in the moment, addressing misconceptions and moving learning forward
- Pupils are supported to access the same learning through adaptive teaching, including scaffolding, use of concrete and pictorial resources, and targeted questioning
- The use of objects, pictures, words and numbers enables pupils to develop conceptual understanding and make connections
- Pupils develop fluency, reasoning and problem solving through carefully designed tasks and discussion
- Oracy is integral, with pupils encouraged to explain, justify and refine their mathematical thinking
Adaptive Teaching and Inclusion
- All pupils learn together, working towards the same learning intention, with support adapted to meet individual needs
- Teachers provide scaffolds, representations and structured support to enable access to learning, removing these as pupils gain confidence
- Additional adult support is used purposefully to pre-teach, reinforce or address misconceptions
- Where appropriate, targeted interventions and personalised support are used to support progress
- A small number of pupils may access more flexible provision to support engagement and readiness for learning, with a focus on inclusion and participation
Progression and Challenge
- Pupils move through learning at an appropriate pace, demonstrating understanding before moving on
- Those who demonstrate secure understanding are challenged through greater depth tasks that require application, reasoning and connection-making
- Opportunities are provided for pupils to apply multiple skills in increasingly complex contexts
Resources and Environment
- Resources are readily available to support conceptual understanding across all year groups
- Pupils are encouraged to explore, apply and evaluate different approaches to solving problems
- A positive attitude towards mathematics is promoted across the school, including through cross-curricular links
Mathematics in the Early Years Foundation Stage
In EYFS, mathematics is taught through a blend of structured teaching and child-initiated play, enabling children to develop a deep understanding of number in meaningful contexts.
The Mastering Number programme supports the development of strong number sense and fluency within 10 through engaging and practical experiences. Continuous provision allows children to explore mathematical concepts such as counting, sorting, measuring and problem solving through play and exploration.
Impact
- Pupils demonstrate secure recall of key facts and procedures, including times tables
- Pupils show confidence and resilience in their approach to mathematics
- Pupils achieve well and make progress from their starting points
- Pupils can move flexibly between different representations and contexts
- Pupils are able to explain their thinking using appropriate mathematical language
- Pupils apply their understanding to new and unfamiliar problems
- Pupils take pride in the presentation and quality of their work
What this looks like in our classrooms:
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All pupils working towards the same learning objective, with support and challenge adapted as needed
- Lessons beginning with retrieval practice to revisit prior learning and identify starting points
- Teachers modelling new concepts clearly using concrete, pictorial and abstract representations
- Pupils using mini whiteboards to show understanding, enabling teachers to check and address misconceptions in the moment
- Frequent questioning and discussion to develop reasoning and deepen understanding
- Pupils explaining their thinking using full sentences and precise mathematical vocabulary
- Scaffolds and resources used to support understanding, and gradually removed as pupils gain confidence
- Additional challenge provided through reasoning and problem solving, rather than moving on to new content
- Teachers providing immediate feedback and adapting teaching within the lesson to move learning forward
- Classrooms characterised by high expectations, clear routines and active participation from all pupils
Curriculum Overview and Subject ProgressionCrossover NCETM White Rose Missing Areas
Adaptive Teaching in Maths Toolkit