Maths at Kexborough Primary School
Intent
At Kexborough Primary, our intent is to provide a high-quality mathematics education that fosters a deep understanding of mathematical concepts and skills. We aim to create confident, resilient learners who can think critically, solve problems, and apply their mathematical knowledge in real-life situations. Through a mastery approach, we ensure that all children, regardless of their starting points, have the opportunity to grasp core concepts, fostering fluency, reasoning, and problem-solving skills. Our curriculum is designed to meet the National Curriculum objectives while nurturing a love of mathematics that lasts a lifetime.
Implementation
We are now in our third year of the NCETM Teaching for Mastery Programme, focusing on sustaining mastery across the school. Leaders and staff take part in teacher research groups within this programme, continually reflecting on and refining our approach to teaching mathematics to ensure it remains effective and engaging for all pupils.
We follow NCETM small steps for teaching mathematics, using these detailed progression points to ensure a thorough understanding of mathematical concepts. To support this approach, we use the National Oak curriculum lessons, which provide structured resources and activities aligned with these small steps. While most year groups are following NCETM materials, our Year 6 pupils are still following the National Curriculum. This is our first year using NCETM resources, and we plan to introduce Year 6 to NCETM in the next academic year although in preparation for the full implementation, we will begin integrating these resources this year, where appropriate, aligning them with our current long-term plans wherever clear links exist. In Year 6, RTP (Ready to Progress) objectives are covered before the National Curriculum objectives. These RTP objectives are prioritised to ensure that pupils have a solid foundation and are fully prepared for end-of-year assessments and the transition to secondary education.
In Key Stage 1, we implement the Mastering Number programme, focusing on building number fluency. This continues into Key Stage 2 in Years 4 and 5, ensuring continuity and progression in children’s understanding of number concepts.
In Years 1-4, the first two lessons of each half term focus on times tables, in line with our school’s and Trust's multiplication policy. To further reinforce this, we use Times Tables Rockstars (TTRS) as part of homework, helping children build speed and accuracy with multiplication facts.
We incorporate manipulatives (practical maths tools) and visual aids, including ICT resources such as Braining Camp, as part of everyday teaching to support conceptual understanding and engagement.
We practice arithmetic skills through our "10 or 5 a day" exercises, which consist of 5 or 10 arithmetic questions designed with procedural variation and varied fluency. These questions encompass all four basic operations and are tailored to the needs of the children, as identified through formative and summative assessments. This practice helps build both stamina and accuracy in arithmetic skills.
Precise mathematical vocabulary is displayed on maths working walls in every classroom and is consistently referred to during lessons. Staff are encouraged to use their professional judgment when determining the length of units, guided by the NCETM curriculum maps to ensure all children master key concepts. Teaching is monitored and supported by the subject leader, Senior Leadership Team (SLT), and trust leaders through regular lesson observations, planning and book scrutiny, and pupil voice discussions.
We assess children's progress through regular and varied methods. In addition to ongoing teacher assessments, we use NFER tests each term to track pupils' progress and conduct half-termly arithmetic tests to ensure fluency in fundamental mathematical skills. Our assessment is also informed by NCETM small steps, allowing us to ensure a detailed and precise understanding of each child’s progress through the curriculum.
EYFS
In the Early Years Foundation Stage (EYFS), we align our teaching with the Development Matters framework and the Early Learning Goals (ELG) to support children's mathematical development. Maths is taught through a blend of group/whole class teaching and independent learning through play in provision. Specifically, Number is taught daily for 15 minutes using the Mastering Number Programme and resources such as Numberblocks. An additional 15-minute weekly maths lesson covers broader mathematical concepts such as shape, space, measures, and number consolidation, ensuring children are well-prepared for the Year 1 curriculum.
The progression documents for Foundation Stage 1 and Foundation Stage 2 can be seen below.
At Kexborough Primary, our intent is to provide a high-quality mathematics education that fosters a deep understanding of mathematical concepts and skills. We aim to create confident, resilient learners who can think critically, solve problems, and apply their mathematical knowledge in real-life situations. Through a mastery approach, we ensure that all children, regardless of their starting points, have the opportunity to grasp core concepts, fostering fluency, reasoning, and problem-solving skills. Our curriculum is designed to meet the National Curriculum objectives while nurturing a love of mathematics that lasts a lifetime.
Implementation
We are now in our third year of the NCETM Teaching for Mastery Programme, focusing on sustaining mastery across the school. Leaders and staff take part in teacher research groups within this programme, continually reflecting on and refining our approach to teaching mathematics to ensure it remains effective and engaging for all pupils.
We follow NCETM small steps for teaching mathematics, using these detailed progression points to ensure a thorough understanding of mathematical concepts. To support this approach, we use the National Oak curriculum lessons, which provide structured resources and activities aligned with these small steps. While most year groups are following NCETM materials, our Year 6 pupils are still following the National Curriculum. This is our first year using NCETM resources, and we plan to introduce Year 6 to NCETM in the next academic year although in preparation for the full implementation, we will begin integrating these resources this year, where appropriate, aligning them with our current long-term plans wherever clear links exist. In Year 6, RTP (Ready to Progress) objectives are covered before the National Curriculum objectives. These RTP objectives are prioritised to ensure that pupils have a solid foundation and are fully prepared for end-of-year assessments and the transition to secondary education.
In Key Stage 1, we implement the Mastering Number programme, focusing on building number fluency. This continues into Key Stage 2 in Years 4 and 5, ensuring continuity and progression in children’s understanding of number concepts.
In Years 1-4, the first two lessons of each half term focus on times tables, in line with our school’s and Trust's multiplication policy. To further reinforce this, we use Times Tables Rockstars (TTRS) as part of homework, helping children build speed and accuracy with multiplication facts.
We incorporate manipulatives (practical maths tools) and visual aids, including ICT resources such as Braining Camp, as part of everyday teaching to support conceptual understanding and engagement.
We practice arithmetic skills through our "10 or 5 a day" exercises, which consist of 5 or 10 arithmetic questions designed with procedural variation and varied fluency. These questions encompass all four basic operations and are tailored to the needs of the children, as identified through formative and summative assessments. This practice helps build both stamina and accuracy in arithmetic skills.
Precise mathematical vocabulary is displayed on maths working walls in every classroom and is consistently referred to during lessons. Staff are encouraged to use their professional judgment when determining the length of units, guided by the NCETM curriculum maps to ensure all children master key concepts. Teaching is monitored and supported by the subject leader, Senior Leadership Team (SLT), and trust leaders through regular lesson observations, planning and book scrutiny, and pupil voice discussions.
We assess children's progress through regular and varied methods. In addition to ongoing teacher assessments, we use NFER tests each term to track pupils' progress and conduct half-termly arithmetic tests to ensure fluency in fundamental mathematical skills. Our assessment is also informed by NCETM small steps, allowing us to ensure a detailed and precise understanding of each child’s progress through the curriculum.
EYFS
In the Early Years Foundation Stage (EYFS), we align our teaching with the Development Matters framework and the Early Learning Goals (ELG) to support children's mathematical development. Maths is taught through a blend of group/whole class teaching and independent learning through play in provision. Specifically, Number is taught daily for 15 minutes using the Mastering Number Programme and resources such as Numberblocks. An additional 15-minute weekly maths lesson covers broader mathematical concepts such as shape, space, measures, and number consolidation, ensuring children are well-prepared for the Year 1 curriculum.
The progression documents for Foundation Stage 1 and Foundation Stage 2 can be seen below.
Impact
By the end of each key stage, our children develop a deep and secure understanding of mathematical concepts that prepare them for the next phase of their education. Pupils are confident in using mathematical language, reasoning, and problem-solving strategies. Our mastery approach ensures that all children are challenged appropriately, with intervention in place for those who need additional support.
Assessment data shows strong progression across the school, with pupils demonstrating both conceptual understanding and procedural fluency. Our approach equips children with the mathematical skills they need for future success, both in their education and in real-life situations.
By the end of each key stage, our children develop a deep and secure understanding of mathematical concepts that prepare them for the next phase of their education. Pupils are confident in using mathematical language, reasoning, and problem-solving strategies. Our mastery approach ensures that all children are challenged appropriately, with intervention in place for those who need additional support.
Assessment data shows strong progression across the school, with pupils demonstrating both conceptual understanding and procedural fluency. Our approach equips children with the mathematical skills they need for future success, both in their education and in real-life situations.

cp-map-year-1.pdf |

cp-map-year-2.pdf |

cp-map-year-3.pdf |

cp-map-year-4.pdf |

cp-map-year-5.pdf |

year_6.docx |