Maths is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. Therefore, mathematics forms an important part of our broad and balanced curriculum where we endeavour to ensure that children develop an enjoyment and enthusiasm for maths that will stay with them throughout their lives and empower them in future life. We believe that unlocking mathematical fluency is an essential life skill for all learners and is a pre-requisite to being able to reason and solve problems mathematically. At all stages of learning, we aim to develop a positive culture.

We recognise that the key to our children unlocking their potential in maths is throughout the development of basic skills and the understanding of concepts. For this reason, we place a great emphasis on the use of concrete apparatus and pictoral representations at all ages, with an aim to enable children to fully understand the concepts and principals, when presented with abstract calculations and questions.

Our curriculum is progressive; at KS2 it is designed to develop competencies to equip our children for KS3 where they will continue to make connections and solve increasingly complex problems.

It is important to us that all our young mathematicians embrace mistakes, relish new challenges and understand the importance of listening to their peers’ ideas and approaches that may be different to their own.

We intend to do this by:

  • Ensuring our children have access to a high quality maths curriculum that is both challenging and enjoyable.
  • Providing our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
  • Providing our children with opportunities to tailor their mathematical skills in other subject areas through exciting concepts and scenarios.
  • Ensuring children are confident mathematicians who are not afraid to take risks.
  • Nurturing fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
  • Providing meaningful, mathematical learning opportunities: active, experiential; linking to real-life and class topics wherever possible.


Our implementation is based on application of the National Curriculum and secure mathematical subject knowledge. 


  1. Long term: National Curriculum, a yearly overview, up-dated annually in response to data analyses and school monitoring of teaching & learning.
  2. Medium term: Termly overview, up-dated termly in response to data and in-house monitoring of teaching & learning.
  3. Short term: Weekly planning is supported by the use of our school Calculation policy, our school ‘Progression in Multiplication’ Policy, NCETM, White Rose Maths Hub materials, NRICH, I See Reasoning KS1 and 2 and Greater Depth Mathematics ‘Digging Deeper’ .


‘Quality first teaching’ linked to teaching standards ensures all teachers:

  1. ‘Know where their children are’ through the use of concise summative assessment each half term, incisive formative assessment using green pre and post learning assessments, through marking children’s work and from maths talk. This knowledge guides plans for progression during and between lessons.
  2. 2. ‘Understand where their children need to be’ through a secure understanding of year group expectations and pre key stage expectations. Teachers refer to a progression document which provides an overview of maths across school. Gap analyses and green pre-assessments are also used to inform teachers specifically of where children need to go next and inform future planning
  3. 3. ‘Know how they are going to get them there’ through the use of a range of strategies to promote independence, mastery and high expectations for ALL. Our teachers promote the development of children’s mathematical language which links to one of our school priorities for this academic year (2019 – 2020).
  4. Effectively deploy adults, specifically during introductions, plenaries, interventions & catch-up sessions.


Concrete, Pictorial, Abstract

Teaching progresses through stages to consolidate understanding:

  1. Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
  2. Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
  3. Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding through repeated practice. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.


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Todwick Primary School

Kiveton Lane, Todwick, Sheffield S26 1HJ

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