Maths Subject Lead: Mrs Wilkinson
Curriculum Intent and Mastery Approach
At Stanley Crook Primary School, our mathematics curriculum is designed to ensure that all pupils develop a deep, secure, and adaptable understanding of mathematical concepts. We are committed to providing a coherent and ambitious curriculum that enables every child to succeed, regardless of background or starting point.
Curriculum Intent
We aim to:
- Foster a positive attitude towards mathematics and build confident, resilient learners
- Ensure all pupils achieve mastery of key concepts appropriate to their age group
- Provide a coherent, well-sequenced curriculum that supports progression from EYFS to Year 6
- Embed fluency, reasoning, and problem solving across all strands of mathematics
- Promote inclusion and equity through adaptive teaching and high expectations for all
- Equip pupils with the mathematical knowledge and skills they need for life beyond primary school
Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving, and the ability to think in abstract and creative ways. We strive to ensure that pupils develop a lifelong enthusiasm for mathematics and see it as meaningful, relevant, and empowering.
Teaching for Mastery: The Five Big Ideas
Our approach is underpinned by the NCETM’s Five Big Ideas in Teaching for Mastery. These principles shape lesson design, questioning, progression, and assessment across the school:
- Mathematical Thinking Pupils are encouraged to reason, justify, and make connections. They engage in rich discussions and explore multiple strategies, building chains of reasoning that deepen understanding.
- Representation and Structure Concepts are introduced and explored through consistent use of concrete, pictorial, and abstract representations (CPA). Pupils learn to recognise patterns, make generalisations, and internalise mathematical structures.
- Coherence Lessons are carefully sequenced in small, connected steps. Each question and activity builds on prior learning, ensuring that new content is introduced in a logical and accessible way.
- Variation Teachers use:
- Conceptual variation to show what a concept is and is not, using standard and non-standard examples to expose misconceptions
- Procedural variation to present different methods and representations, highlighting essential features and promoting flexible thinking
- Fluency There is a relentless focus on number facts, times tables, and efficient calculation strategies. Fluency is developed through intelligent practice, enabling pupils to apply knowledge with accuracy and confidence.
These principles are embedded throughout our teaching, planning, and assessment practices. They are referenced in lesson design (Section 4), assessment (Section 8), and progression and fluency (Section 12).
Implementation
3. Teaching Principles
At Stanley Crook Primary School, our teaching of mathematics is guided by a set of core principles that reflect our belief in inclusive, high-quality learning for all pupils. These principles ensure that every child is supported to develop deep understanding, mathematical confidence and the ability to reason and problem solve effectively.
Core Beliefs and Practices
- All pupils can succeed in mathematics Teachers believe in the importance of mathematics and that the vast majority of children can achieve national expectations when supported through high-quality teaching and a coherent curriculum.
- Whole-class teaching with scaffolding and rapid intervention All pupils are taught together, with no grouping by ability or acceleration to new content. Individual learning needs are met through careful scaffolding, targeted questioning and timely intervention to provide appropriate support and challenge.
- Emphasis on reasoning, efficiency, and strategy Pupils are encouraged to explain how they arrived at an answer, why a method works and which strategy is most efficient. Teacher-pupil dialogue focuses on deepening understanding and developing mathematical thinking.
- Use of precise mathematical language and full sentences Teachers model and expect the use of accurate mathematical vocabulary spoken in full sentences. ‘Mathematical talk’ is valued, and pupils are given regular opportunities to articulate and evaluate their thinking.
- Extensive use of variation to deepen understanding Both conceptual and procedural variation are used throughout teaching to promote deep, sustainable learning. Variation is purposeful and focused — not simply variety for its own sake.
- Sufficient time spent on key concepts Teachers ensure that pupils have ample time to explore and embed key ideas before moving on. This supports long-term retention and enables pupils to build secure foundations for future learning.
Long Term Knowledge and Skills progression
Mixed-Age Planning and Long Term Overviews
Team Donaldson (Reception/ Year 1)
Team Cherry (Year 1/Year2)
Team Cowell (Year 3/ Year 4)
Team Soundar (Year 4/ Year 5)
Team Morpurgo (Year 5/ Year 6)
