Maths
Intent
At Easton Primary School, our maths curriculum equips pupils with a deep understanding of mathematical concepts, preparing them to be confident, resilient problem-solvers who can apply their learning to real-world contexts. Aligned with our school values of Creativity, Resilience, Kindness, Curiosity, and Adaptability, our aim is to nurture enjoyment and wonder in maths, ensuring every child develops flexible thinking and confidence to master mathematical concepts.
Our approach is rooted in the five big ideas of Mastery:
- Coherence: Lessons follow a logical progression, ensuring concepts build on prior knowledge and remain connected.
- Representation and Structure: Pupils use concrete and pictorial representations to understand mathematical structures.
- Mathematical Thinking: Lessons foster reasoning, generalising, and pattern recognition.
- Fluency: Pupils achieve efficient recall of key facts, develop flexible problem-solving skills, and adapt strategies as needed.
- Variation: Teachers draw pupils’ attention to the essential features of concepts by varying some elements and keeping others constant.
A key aspect of our curriculum is the development of precise mathematical vocabulary. Pupils learn to articulate their reasoning clearly using stem sentences and structured responses, which allow them to explain their ideas confidently and with precision.
By the end of their primary education, pupils will:
- Have a strong understanding of mathematical concepts and structures.
- Be confident in solving problems, using reasoning to justify their answers.
- Develop and use accurate mathematical vocabulary to explain ideas.
- Enjoy maths and understand its relevance in their daily lives.
Curriculum Design and Progression
We use Power Maths (White Rose Edition) and the White Rose Mixed-Age Planning, ensuring that small steps and logical progressions underpin pupils’ mastery of maths. Lessons are planned to adapt to the needs of mixed-age classes, with teachers identifying gaps and building on prior learning. Pupils engage in Maths Missions at the end of each unit, applying their skills to real-world challenges and gaining insight into the purpose of their learning. Pupils are set low-threshold, high ceiling tasks at least fortnightly to allow them to explore a topic more deeply. These are based on Nrich tasks or Collins Greater Depth Maths tasks.
Teaching and Learning Approaches
The mastery approach uses a progression from concrete manipulatives to pictorial representations and then to abstract thinking. Pupils are encouraged to revisit concrete or pictorial methods when needed to deepen understanding. The explicit teaching of mathematical vocabulary is prioritised, with pupils encouraged to respond using precise language. Stem sentences (e.g., “I know this because...”) and structured sentence frames support pupils in developing fluency and confidence in articulating their thinking. Teachers model accurate mathematical language, and pupils are encouraged to use this in paired discussions, whole-class explanations, and written work. Where possible, feedback is given through live marking to provide immediate and effective guidance. Daily routines, such as the Daily 5, include low-stakes quizzes and arithmetic practice to reinforce fluency and retention of key skills.
Cultural Capital and Enrichment
Real-world contexts are integral to the maths curriculum. Maths Missions enable pupils to connect abstract concepts to practical applications, developing problem-solving skills and an appreciation of maths in everyday life. Staff actively seek opportunities to make cross-curricular links between maths and other subjects and to include mathematics within enrichment programmes.
Assessment
Formative assessment includes daily gap analysis during marking, revisiting prior learning through the Daily 5 and quizzes, and observing pupils’ use of reasoning and problem-solving during lessons. Summative assessment includes termly NTS Assessments (Years 1-5) and SATs papers for Year 6 pupils. Assessment outcomes are recorded in the school’s tracking system, with data analysed to inform future teaching.
SEND and Inclusivity
Pupils with SEND are supported through tailored adaptations, such as the use of concrete manipulatives and pictorial representations, simplified instructions or additional adult guidance, and interventions to close gaps for pupils significantly below age expectations. More able pupils are stretched with open-ended challenges and opportunities to apply reasoning in novel contexts.
Staff Development
The Maths Lead and Head of School oversee maths through Quality Assurance, which includes lesson observations, book scrutinies, and data analysis. The maths lead attends Sustaining Mastery training from the Maths Hub and shares expertise with staff, ensuring consistency and high-quality teaching across the school. Training focuses on equipping teachers to model and teach precise mathematical language, integrating the use of stem sentences and structured vocabulary development into everyday practice.
Impact
Through this curriculum, pupils at Easton Primary School develop fluency, reasoning, and problem-solving skills, leaving them well-prepared for the next stage of their education. They use precise mathematical vocabulary confidently, enabling them to explain their thinking clearly and make connections across concepts. Pupils recognise the relevance of maths in their lives, approach challenges with confidence, and see themselves as capable mathematicians who enjoy exploring mathematical concepts.
