Mathematics
Intent
Why do we teach mathematics? Why do we teach it in this way?
At Altofts Junior School, mathematics is an essential subject that enables pupils to understand and engage with the world around them. We aim for all pupils to experience mathematics as a coherent, logical and creative discipline, developing confidence, curiosity and enjoyment alongside secure understanding.
We believe that all pupils can achieve highly in mathematics. Teaching is underpinned by the principles of NCETM Teaching for Mastery, ensuring pupils develop deep, secure and transferable understanding of mathematical concepts through carefully sequenced small steps.
Pupils are supported to become fluent, reason mathematically and solve problems with increasing sophistication. Mistakes and misconceptions are viewed as valuable opportunities for learning and discussion. Depth of understanding is prioritised over speed, with challenge provided through rich and demanding tasks rather than acceleration through content.
By the end of Key Stage 2, we aim for pupils to:
- Become fluent in the fundamentals of mathematics, developing conceptual understanding and rapid, accurate recall of key facts
- Reason mathematically by making connections, explaining thinking clearly and justifying methods using precise mathematical language
- Solve problems by applying mathematics to a range of contexts, including unfamiliar and real-life situations
- Develop strong number sense and understanding of number operations, enabling efficient mental and written calculation
Mathematics is taught as an interconnected subject, with pupils encouraged to move fluently between representations, concepts and methods.
Local Maths Hub work
At our school, we stay connected to a network of maths specialists and maths leaders through working closely with our local Maths Hub. The mathematics lead is a Primary Maths Mastery Specialist who receives regular training and updates about maths mastery which is regularly disseminated with all staff within and across school. In addition, other teachers within school, are involved with on-going maths hubs projects and workgroups. The maths lead and other teachers are part of Teacher Research Groups. Teacher Research Groups, (TRGs) meet regularly to plan, observe and discuss teaching for mastery. Our ongoing involvement with the Maths Hub allows us to constantly strive for excellence in our approach to mathematics teaching and ensures staff are constantly developing their knowledge and skills.
Implementation
The content and principles underpinning the 2014 Mathematics curriculum and the research and evidence based Maths curriculum at Altofts Junior School reflect the features that characterise the mastery approach to the teaching of Mathematics and how it is implemented:
Teaching for Mastery
Mathematics teaching at Altofts Junior School follows a Teaching for Mastery approach, rooted in NCETM guidance and the National Curriculum. This ensures:
- Most pupils progress through the curriculum at broadly the same pace
- Pupils who grasp concepts quickly deepen understanding through reasoning and problem-solving
- Pupils who need more support consolidate learning before moving on
Teaching is underpinned by the Five Big Ideas of Mastery:
- Coherence – Learning is broken into small, connected steps that build logically over time
- Representation and Structure – Concrete, pictorial and abstract representations expose mathematical structure
- Mathematical Thinking – Pupils explain, justify and make connections
- Fluency – Secure recall and flexible application of number facts and methods
- Variation – Carefully designed examples highlight key concepts and structures
Lesson Design and Structure
Lessons follow a consistent mastery-based structure, which may be repeated within a lesson and may not follow the same format every time:
- Daily fluency focus
- Teacher modelling (I do)
- Guided practice (We do)
- Independent practice (You do)
Careful questioning is used throughout lessons to assess understanding, uncover misconceptions and deepen thinking.
Curriculum Planning and Resources
The mathematics curriculum is planned using NCETM-aligned materials, ensuring coherence and progression across Key Stage 2. Oak National Academy resources are used selectively to:
- Support lesson sequencing and curriculum coherence
- Provide additional representations and explanations
- Support staff subject knowledge and consistency
Learning is planned in small steps, building from prior knowledge. Likely misconceptions are anticipated and addressed through representation, discussion and timely support.
Fluency
Fluency is prioritised across Key Stage 2 and includes:
- Rapid recall of number facts and procedures
- Flexible movement between representations and contexts
- Recognition of patterns, relationships and structures
Daily fluency opportunities support automaticity and reduce cognitive load, particularly in multiplication and division.
Assessment and Feedback
Formative assessment is embedded within every lesson through questioning, observation and discussion. Teachers adapt lessons in response to pupils’ understanding.
- Live verbal feedback enables pupils to act immediately
- Misconceptions are addressed promptly
- Learning is revisited and consolidated where needed
Assessment information is used to inform planning and identify pupils who may need additional support or challenge.
Inclusion and Adaptation
All pupils access the same ambitious mathematics curriculum. Adaptations are made to ensure access, not to lower expectations. This includes:
- Pre-teaching of key vocabulary or concepts
- Use of concrete and pictorial representations
- Scaffolded questioning and structured talk
- Timely intervention to secure understanding
Impact
What will this look like?
By the end of Key Stage 2, pupils at Altofts Junior School will:
- Be fluent in the fundamentals of mathematics, with secure conceptual understanding
- Recall and apply knowledge rapidly and accurately
- Solve problems confidently in a range of contexts, including unfamiliar situations
- Reason mathematically, explaining and justifying thinking using precise language
- Demonstrate resilience, independence and a positive attitude towards mathematics
Pupils leave Altofts Junior School well prepared for the mathematical demands of secondary education, with the confidence and skills needed to continue their learning successfully.
Policies
Parent Information to support your child
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Links
Children make progress best as mathematicians when they regularly repeat skills and practise them until they become embedded. This can be quite a long process sometimes, and so the use of maths games at home can really help this process.
Here are some useful links: