Mathematics

What are we aiming for?

At Forsbrook CE Primary, we want every child to leave us fluent, confident and curious about mathematics, with a deep and secure understanding that prepares them well for the next stage of their education. Our curriculum is rooted in the NCETM’s Teaching for Mastery approach and the belief that all children can succeed in maths. Mastery means more than getting the right answer: pupils understand the structure of the mathematics they learn, can explain why it works and can apply it with confidence to new problems. Reflecting our Christian distinctiveness, we want children to appreciate mathematics in the world around them and to meet challenges with resilience and perseverance.

We aim to develop pupils who:

have a deep, connected understanding of mathematical concepts, not just procedures
are fluent in the fundamentals of mathematics, recalling key facts such as number bonds and times tables quickly and accurately
reason mathematically, spotting patterns, making connections and explaining their thinking in precise mathematical language
solve problems by applying what they know to unfamiliar and real-life contexts, including across the wider curriculum
believe they ‘can do’ maths and approach it with curiosity, confidence and resilience

How do we achieve this?

We adopt a Teaching for Mastery approach to mathematics, underpinned by the NCETM’s Five Big Ideas. We believe that the vast majority of children can succeed in mathematics in line with national expectations. The whole class is taught together, with no differentiation by acceleration to new content. Learning is broken down into small, connected steps that build on what pupils already know, and sufficient time is spent on key concepts so that learning is deeply embedded before moving on. Pupils who grasp a concept quickly are challenged through rich and sophisticated problems, while any pupil who has difficulty is identified quickly and supported so they keep up.

Factual knowledge (such as number bonds and times tables), procedural knowledge (such as written methods) and conceptual knowledge (such as place value) are taught together, as equally important parts of learning mathematics. Lessons use Power Maths, a whole-class, textbook-based mastery resource, and we work closely with the North Midlands Maths Hub so our teachers receive high-quality professional development.

The Five Big Ideas in our lessons:

Coherence

Lessons are broken down into small, connected steps that gradually unfold a concept, giving every pupil access.

Representation and Structure

Concrete and pictorial representations expose the structure of the maths, until pupils can work without them.

Mathematical Thinking

Pupils reason, discuss and explain how and why methods work, using stem sentences and precise language.

Fluency

Quick, efficient recall of facts and procedures, and the flexibility to move between contexts and representations.

Variation

Carefully varied examples and “intelligent practice” draw attention to what stays the same and what changes.

Our maths lessons:

How lessons are designed

Each lesson builds on prior learning, so everyone can access the new mathematics, and moves in small, carefully sequenced steps towards secure understanding.
Examples, representations and models are carefully chosen to reveal the structure of the mathematics and the connections between ideas.
Procedural fluency and conceptual understanding are developed together, because each supports the other.
Practice is designed to build fluency and deepen understanding, not just to repeat a method.

In the classroom

Pupils are taught through whole-class interactive teaching, all working on the same mathematics together.
The teacher leads back-and-forth interaction, moving between questioning, short tasks, explanation, demonstration and discussion.
Pupils explain their reasoning in precise mathematical language, supported by stem sentences.
Live marking and questioning identify gaps straight away, and these are addressed quickly so that no pupil falls behind.
Pupils who grasp a concept quickly deepen their understanding through rich problems rather than moving on to new content.

Lessons use the Power Maths sequence of Discover (an anchor task with concrete materials or a visual representation), Share, Think together, Practice and Reflect. This is a guide rather than a rigid structure: each lesson focuses on one small step, with teacher input and short pupil tasks interwoven throughout.

Key features of our approach:

Factual fluency

Reception to Year 2: children follow the NCETM’s Mastering Number Key Stage 1 programme in an extra 10 to 15 minute session alongside their daily maths lesson, building secure number sense.
Year 3: dedicated 10 to 15 minute fluency sessions four times a week focus on additive relationships and reasoning with known facts.
Years 4 and 5: pupils follow the NCETM’s Mastering Number at Key Stage 2 programme to secure multiplication and division facts. Times tables are taught progressively so that pupils recall facts up to 12 × 12 by the end of Year 4.
Across school: daily arithmetic practice and weekly arithmetic tests keep key facts in long-term memory.

Progression

Our progression document is adapted from the Power Maths programme and highlights the DfE’s ready-to-progress criteria: the key concepts pupils must grasp before moving on. End-of-year transition meetings ensure each teacher knows what pupils have secured and where difficulties remain.

Adaptive teaching

Skilful questioning asks pupils how and why methods work. Gaps are addressed through same-day or next-day keep-up intervention, with catch-up intervention for earlier gaps. The SENDCo and maths lead plan support for pupils working outside age-related expectations. See Inclusion in Mathematics PDF linked below.

Maths across the curriculum

Pupils apply their maths in other subjects: measuring in science and design and technology, shape and pattern in art, and collecting and presenting data in history, geography and computing.

What difference is this making for our pupils?

Pupils are becoming fluent in number facts and can explain their thinking clearly. In Key Stage 2, they develop a deeper understanding of multiplicative relationships, which helps them reason and solve more complex problems.

How we know:

Ongoing assessment

Weekly arithmetic checks, daily practice of key number facts and concepts, and end-of-unit checks, alongside live marking in every lesson.

Statutory checks

Year 4 Multiplication Tables Check and end of Key Stage 2 results. See our Attainment page.

Pupil voice

“I like the challenge of solving problems and putting the skills I’ve learnt to the test.”

Enrichment

The Primary Maths Challenge
In-school maths competitions
Chess Club, developing logical reasoning and problem solving
BBHS Maths Masterclass (selected Year 5 pupils)
World Maths Day

Maths Hub Partnership

We are proud to be a partner school of the NCETM North Midlands Maths Hub. This partnership gives our teachers high-quality professional development and keeps our Teaching for Mastery practice current and research-informed.

Our Maths Lead works for the Maths Hub as a Local Leader of Mathematics Education (LLME), supporting teachers and leaders in other schools to develop Teaching for Mastery.