Mathematics
Vision
At Cayley Primary School, our aim is to foster a deep understanding of mathematical concepts, develop strong problem-solving skills, and nurture a love of learning in mathematics. We strive to create a supportive and challenging environment where children feel confident to explore, question, and take risks in their learning, equipping them with essential mathematical skills
Intent
Our mathematics curriculum is designed to ensure that all pupils:
- Develop a secure and deep understanding of key mathematical concepts
- Become fluent in fundamental skills and procedures
- Can reason mathematically and justify their thinking
- Apply their knowledge to solve a wide range of problems
- Build confidence and resilience when faced with challenges
- Experience mathematics as an engaging, relevant, and enjoyable subject
We expect all pupils to participate in daily mathematics lessons. In Key Stage 1, lessons typically last 50–60 minutes, and in Key Stage 2, 60–70 minutes. In the Early Years Foundation Stage (EYFS), mathematical learning is embedded through continuous provision alongside targeted small group teaching.
Children are expected to present their mathematical thinking clearly in dedicated Maths books, showing workings where appropriate. In EYFS, learning is recorded through observations, annotated work, and photographs.
Implementation
Our approach to teaching mathematics is structured, consistent, and research-informed.
Planning and Curriculum Design
We use the White Rose Maths scheme as the foundation of our curriculum, supported by resources from NCETM (National Centre for Excellence in the Teaching of Mathematics), Target Your Maths, and Classroom Secrets. This ensures a coherent progression of skills and concepts across all year groups.
Teachers:
- Use White Rose Medium Term Plans (MTPs) as a starting point
- Adapt planning to meet the needs of their class
- Clearly identify learning objectives, key vocabulary, misconceptions, and key questions
- Review and update plans on a half-termly basis
Daily lessons are carefully structured to include clear modelling, opportunities for practice, and assessment.
Lesson Structure
A typical maths lesson at Cayley includes:
- Flashback 4 – retrieval practice to revisit prior learning
- Starter (5–10 mins) – mental arithmetic or a thinking activity (e.g. counting stick)
- New Learning (15–20 mins) – explicit teaching using the CPA (concrete–pictorial–abstract) approach
- Practice (20–30 mins) – independent and collaborative work, including reasoning and problem solving
- Learning Check (5–10 mins) – review, address misconceptions, and consolidate understanding
Adaptive Teaching
We ensure all pupils can access learning through:
- The CPA approach (concrete, pictorial, abstract)
- Use of manipulatives (e.g. base 10, cubes, Numicon, ten frames, rekenreks)
- Visual representations (e.g. bar models, part-whole models, number lines)
- Scaffolding strategies such as sentence stems, word banks, and chunked tasks
- Challenge opportunities for higher attainers
Assessment
- Formative assessment takes place continuously through questioning, observation, retrieval practice, and feedback
- Summative assessment is carried out termly using NFER assessments
Feedback and Monitoring
Feedback is:
- Focused and constructive
- In line with school policy
- Designed to support next steps and celebrate success
Monitoring of mathematics takes place through:
- Book looks
- Lesson visits
- Planning reviews
- Pupil voice
This ensures consistency, high expectations, and continuous improvement.
Impact
The impact of our mathematics curriculum is that pupils:
- Demonstrate a strong understanding of mathematical concepts
- Are fluent in key skills and able to apply them confidently
- Can reason, explain, and justify their thinking
- Approach problem-solving with resilience and independence
- Show clear progress across all year groups
- Develop a positive attitude towards mathematics
Ultimately, we aim for pupils to leave Cayley Primary as confident, capable mathematicians, well-prepared for the next stage of their education and for everyday life.