Maths

Maths

Intent

At St Peter’s, our vision for mathematics is that all children develop into confident mathematical thinkers. We aim to nurture children’s confidence, independence, resilience, and perseverance through a mastery approach, underpinned by the Five Big Ideas, so that every child can flourish and achieve their full potential.

We strive to provide opportunities for children to think independently, make decisions, communicate their understanding, and solve problems. Children are immersed in mathematical vocabulary to support their learning. They use concrete resources and pictorial representations to build a secure understanding before progressing to abstract concepts.

All children feel a sense of belonging as we learn together in mathematics and work towards age-related expectations. They understand that making mistakes is valuable, as it helps us learn and develop deeper understanding. We believe that all children can succeed in mathematics.

Our goal is for children to master mathematics. This means they will:

• Develop deep and sustainable learning,
• Build on concepts that have already been securely mastered,
• Reason about mathematical ideas by making connections.

Implementation 

A Mastery approach has been adapted and implemented for the planning and delivery of mathematics. We follow the small steps developed by White Rose and use their resources but we also use resources from NCETM to personalise our curriculum for the needs of our children and ensure children have the opportunities to achieve their potential. 

When planning for curriculum coverage, teachers use a range of mastery strategies. These include working towards small steps, implementing the concrete, pictorial, and abstract (CPA) approach, providing regular reasoning and problem-solving opportunities, modelling skills and efficient methods, making connections, developing fluency and ensuring questions include procedural and conceptual variation. Opportunities are provided for children to explore objectives at greater depth, ensuring all learners are included. Where appropriate, specific SEND children may work on personalised targets taken from PIVATS if they are working more than two years below their age-related expectations.

In Key Stage 2, children use White Rose resources alongside a maths exercise book for recording jottings during lessons. Mastery activities from NCETM and other sources further support teaching and learning. In Key Stage 1, children use carefully selected mastery questions compiled into worksheets, with their work stored in folders. Practical maths activities using concrete resources and representations are a key feature in KS1. In EYFS, White Rose resources, practical activities and maths opportunities are embedded throughout continuous provision, with work recorded in a class floor book.

In addition to daily maths lessons, NCETM Mastering Number sessions are delivered in every year group. In EYFS and KS1, the programme runs four times per week, developing children’s understanding and helping them make connections with number. In Year 3, Mastering Number lessons take place for 15–20 minutes at the start of each day, focusing on securing additive facts. In Years 4 and 5, the focus shifts to multiplicative relationships and developing automaticity in multiplication and division facts, with sessions also delivered for 15–20 minutes daily. This year, the Year 6 class will engage with the Year 5 resources, as last year they completed the Year 4 programme during our first year of implementation. Children also use Times Tables Rock Stars at school and at home to develop their skills further.

Impact

At St. Peter’s Maths is fun, interactive and engaging and children love to learn! Our approach builds confidence, enabling children to independently complete activities and challenges. Over the year, they develop resilience and perseverance, understanding that mistakes are valuable opportunities for learning.

The Five Big Ideas of the Mastery approach are be embedded throughout the curriculum to ensure the children have a secure and deep understanding of all areas of mathematics. Children develop a strong grasp of mathematical vocabulary appropriate for their year group and use it accurately to explain their thinking. Through regular practice, children build fluency, allowing them to recall and apply knowledge rapidly and accurately. They make connections across mathematical concepts, becoming confident, flexible mathematical thinkers.