“Success in maths does not depend on how many answers you know, but what you do when you don’t know the answer.” 


Maths plays a fundamental role in the daily lives of children at Lanchester E.P. Beginning in Early Years, children are provided with rich opportunities to develop an understanding of number and numerical patterns which provides a firm foundation for learning to be built upon in KS1 and KS2. We use the mastery approach to the teaching and learning of mathematics to develop competent and independent mathematicians.



Our curriculum is designed to enable our pupils to develop a secure understanding of each area of maths, recognising the rich and varied connections between them. It is our intention that all children are fluent in the fundamentals of maths. Children are encouraged to be flexible and adaptable, applying their learning to investigate, reason and solve increasing sophisticated problems. Through mathematical reasoning and talk, children will develop the ability to articulate, discuss and explain their thinking. We aspire to develop a natural curiosity and love of maths, where children are equipped with the confidence, resilience and resourcefulness needed to use maths within all aspects of everyday life.



We have high aspirations for all learners, rejecting the idea that some pupils ‘just can’t do maths’. Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time. This ensures that all can master concepts before moving to the next part of the curriculum sequence. Teachers adapt their delivery to ensure that pupils who grasp concepts rapidly are challenged through extension problems that encourage them to explore a concept in greater depth, reason about their learning or make new connections. Early intervention is used to ensure that pupils struggling to grasp new concepts introduced are given more time to consolidate their learning before moving on. Where relevant, children will receive separate small group or 1:1 support.



Lessons are sequenced in small steps, following the guidance offered by White Rose Maths. This is then further adapted to meet the needs of our children. Topics are taught in blocks to allow children to acquire a depth of understanding in each area of maths before moving on. Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. All topics are regularly revisited and applied to other areas of learning, making cross-curricular links where relevant, to ensure the retention of knowledge over time. The structure and connections within maths are emphasised, so that pupils develop deep learning that can be sustained.

Representation and structure

Concrete and pictorial resources are used regularly within whole-class learning to make the structure of the maths clear to children and help to develop their understanding of new concepts. Manipulatives can also, but not solely, be used for interventions to deepen the understanding between concrete and abstract.



It is our intention to ensure that all children are fluent in the fundamentals of maths. Procedural fluency and conceptual understanding are developed in tandem because we recognise that each supports the development of the other. Gaining fluency with key number facts and mathematical procedures forms an integral part of our daily Maths teaching. This includes helping children to learn to recall key facts automatically. Children are encouraged to work flexibly, recognising that calculations can be solved in a variety of ways.



Teachers make use of a range of resources provided alongside White Rose Maths resources to sequence learning in small steps and to teach with variation. Teaching with variation involves presenting the same concept in different ways in order to encourage children to make connections and comparisons. For example, they may be asked to consider ‘What’s the same?’ and ‘What’s different?’ about two different representations of the same concept. This in turn helps to deepen children’s understanding of the mathematical concepts they are taught, so that they can be flexible in their thinking and adapt their learning to new contexts.


Mathematical thinking

Mathematical talk and discussion are used to provide opportunities for children to reason mathematically. Mathematical talk is modelled, and STEM sentences are used within lessons throughout the school. Children are encouraged to spot patterns, make connections and use reasoning to justify their views. Children are taught to apply their knowledge of maths to

help them solve problems with increasing difficulty and are encouraged to be both flexible and resilient when seeking solutions.



Mathematical learning is assessed in different ways at Lanchester E.P. Children receive end of unit tests to enables us to identify knowledge that has been secured and to address misconceptions to inform future planning. Teachers assess formatively on an ongoing basis through effective questioning, conversations with pupils and reviewing work in books and analytical tools on programmes such as ‘Times Tables Rock Stars’ enable us to track live data to help to move learning forward. In addition, NFER papers are used once a year to monitor attainment and progress. These papers are used nationally and are recognised as being a reliable way to build familiarity and confidence in preparing children for their KS2 SATs.



· Children will become fluent, competent and effective mathematicians

· They will develop a deep understanding of number and be able to apply their knowledge to solve a variety of problems, including those in unfamiliar situations.

· Children will demonstrate a quick recall of facts and procedures. This includes the recollection of times tables.

· Children will show confidence and resilience and believe they can achieve when problems are encountered. They will show pride in their work.

· They will develop flexibility and fluidity to move between different contexts and representations of maths and develop the ability to recognise relationships and make connections in maths lessons.

· Mathematical concepts or skills are mastered, and children will use mathematical language to explain their ideas.