Mathematics Curriculum Intent

At our primary school, we believe that mathematics is a vital life skill that equips pupils with the ability to reason, problem-solve and think logically. Our intent is to deliver a curriculum that develops confidence, resilience and a deep, secure understanding of mathematical concepts for all children.

We follow the NCETM (National Centre for Excellence in the Teaching of Mathematics) approach from Years 1 to 6, alongside Number Sense in the Early Years and Key Stage 1, to ensure that all pupils build strong foundational knowledge and fluency in number. This structured approach enables children to develop conceptual understanding before moving to procedural fluency, ensuring knowledge is retained and applied effectively.

Our curriculum is designed to:

• Develop fluency in fundamental mathematical skills through frequent practice and the use of precise mathematical language
• Secure rapid recall and understanding of times tables, recognising their importance as a foundation for efficient calculation and wider mathematical success
• Promote deep understanding by allowing time to explore concepts in detail through carefully sequenced learning
• Encourage reasoning and problem-solving, enabling pupils to explain their thinking and make connections across different areas of mathematics
• Provide regular opportunities for mathematical talk, where pupils articulate their ideas, justify their reasoning and learn from the thinking of others
• Embed cooperative learning opportunities, allowing children to work collaboratively, share strategies and build confidence through discussion and peer support
• Ensure progression, with knowledge and skills building systematically from Early Years through to Year 6
• Support all learners, using a mastery approach where pupils move through the curriculum together, with appropriate support and challenge provided

Through the use of Number Sense, pupils in Early Years and Key Stage 1 develop strong number awareness, including subitising, counting, and understanding part–whole relationships. This provides a secure foundation for later mathematical learning, including early multiplication concepts that lead into formal times tables knowledge.

From Key Stage 1 through Key Stage 2, the NCETM approach ensures that pupils:

• Experience mathematics through concrete, pictorial and abstract representations (CPA approach)
• Build understanding step-by-step through small, connected stages of learning
• Develop flexibility in thinking by exploring different methods and strategies
• Engage in structured discussion and collaborative tasks to deepen understanding and refine mathematical language
• Develop secure recall of multiplication facts, enabling them to work efficiently and confidently across all areas of mathematics

We aim for all pupils to:

• Become confident mathematicians who are not afraid to make mistakes
• Develop resilience when faced with challenges
• Communicate their ideas clearly using mathematical vocabulary
• Work effectively with others, recognising that discussion and collaboration enhance understanding
• Apply their mathematical knowledge, including times tables fluency, across the curriculum and in real-life contexts
• Leave primary school with a secure understanding of number and a positive attitude towards mathematics

Ultimately, our intention is to foster a lifelong appreciation of mathematics, equipping every child with the skills they need for their future education and everyday life.

Mathematics Curriculum Implementation

Our mathematics curriculum is implemented using a mastery approach, supported by the NCETM framework and the Number Sense programme in Early Years and Key Stage 1.

Teaching is carefully structured and sequenced to ensure that all pupils develop a secure understanding of mathematical concepts. Lessons are designed in small, progressive steps, enabling children to build on prior knowledge and make clear connections in their learning.

A strong emphasis is placed on the use of pre-taught vocabulary, ensuring pupils are equipped with the language needed to access new learning. Key mathematical vocabulary is introduced, revisited and reinforced regularly so that pupils can confidently articulate their understanding.

In Early Years and Key Stage 1, the Number Sense programme supports pupils in developing fluency and confidence with number through daily, structured sessions focusing on subitising, counting and number relationships.

Across Key Stage 1 and 2, teaching follows the NCETM approach, incorporating:

• The concrete–pictorial–abstract (CPA) model, allowing pupils to explore concepts using practical resources before moving to representations and abstract methods
• Carefully planned variation, helping children to notice patterns, make generalisations, and deepen conceptual understanding
• Opportunities for reasoning and problem-solving within every lesson, including encouraging pupils to work systematically when exploring problems

An emphasis is placed on mathematical talk, supported through the use of choral repetition and stem sentences. These approaches help pupils to develop confidence, internalise key vocabulary and structure their mathematical thinking. Teachers model precise language and provide sentence stems (e.g. “I know this because…”, “I can see that…”, “The pattern I notice is…”) to support pupils in explaining and justifying their reasoning.

We promote cooperative learning and peer support through structured partner talk and group work. Pupils regularly discuss their thinking, compare strategies and support one another to refine their understanding. This collaborative approach helps to deepen learning and build confidence for all learners.

Fluency is prioritised through regular practice (over and above the daily maths session), including the development of secure times tables knowledge. Strategies such as choral rehearsal, quick recall activities and repeated practice are used to embed key facts, enabling pupils to apply their knowledge efficiently across the curriculum.

Mathematics Assessment

Assessment in Key Stage 1

Assessment in Key Stage 1 is closely aligned with the Number Sense programme, ensuring that pupils’ understanding of number is secure and any gaps are identified early.

Pupils are assessed through one-to-one conferencing, allowing teachers to gain a clear and accurate understanding of each child’s progress. These assessments are used to:

• Identify misconceptions
• Highlight individual gaps in understanding
• Inform immediate teaching responses

Assessment outcomes directly inform planning, enabling teachers to provide targeted support and timely intervention so that all pupils can keep up with the curriculum.

Assessment in Reception

In Reception, assessment is ongoing and forms a natural part of teaching and learning. Pupils take part in weekly one-to-one conferencing, allowing practitioners to closely monitor progress.

Assessment focuses on key early mathematical concepts, including:

• Number bonds
• Composition of number

This approach ensures that gaps are identified early and addressed swiftly, supporting children in developing a secure foundation in number in line with the EYFS Framework.

Assessment in Key Stage 2

In Key Stage 2, pupils are assessed at the end of each unit using the Maths.co.uk online assessment tool.

Assessment outcomes are used to:

• Conduct gap analysis
• Identify misconceptions
• Inform future teaching and targeted intervention

This ensures that teaching remains responsive and closely matched to the needs of all learners.

Using Assessment to Support Learning

Across the school, assessment is:

• Purposeful and manageable
• Closely aligned with curriculum content
• Used to identify gaps quickly
• Used to inform immediate adaptations to teaching

This approach ensures that all pupils are supported at the point of need, in line with the NCETM principle of keeping pupils learning together and moving forward with confidence.

Statutory Assessment

In Key Stage 2, pupils take part in statutory assessments, including the Multiplication Tables Check (MTC) in June in Year 4 and Key Stage 2 SATs in May in Year 6.

These assessments provide an important measure of pupils’ attainment and help to evaluate the effectiveness of our curriculum. As our approach continues to embed, we are beginning to see:

• Improved confidence and fluency in multiplication facts, supported by our focus on times tables recall
• Pupils applying their knowledge with greater accuracy in arithmetic and reasoning papers
• A growing ability to explain mathematical thinking, particularly in reasoning contexts

Outcomes from statutory assessments are used alongside teacher assessment to:

• Identify whole-school and cohort strengths and areas for development
• Inform future curriculum planning and teaching priorities
• Support targeted intervention and ensure all pupils are prepared for the next stage of learning.

As our curriculum becomes more fully embedded, we expect to see continued improvement in pupils’ outcomes in these statutory assessments.

Supporting All Learners

Our approach at The Drive Community Primary School is rooted in quality first teaching, where all pupils are given the opportunity to access an ambitious curriculum. Learning is carefully adapted to meet the needs of all learners, including those with Special Educational Needs and Disabilities (SEND), while maintaining high expectations.

Pupils with SEND access the mathematics curriculum through adaptation rather than differentiation, ensuring they remain included in whole-class learning wherever possible. While most pupils access the same core curriculum, a small number may require a more personalised approach or adapted pathway, ensuring learning remains accessible, meaningful and appropriately challenging.

Our approach includes:

• Carefully planned adaptations, such as the use of concrete resources, visual representations and scaffolded tasks to support understanding
• Pre-teaching of key vocabulary and concepts, enabling pupils to access new learning with confidence
• Structured mathematical talk, including the use of stem sentences and choral repetition, to support language development
• Flexible grouping and targeted support, allowing pupils to work with peers and receive additional guidance when needed
• Timely intervention, informed by ongoing assessment, to address misconceptions and close gaps in learning
• Breaking learning into small, manageable steps, ensuring concepts are secure before moving on

We work closely with the school’s SEND team to ensure that provision is tailored to individual needs. Where appropriate, pupils may have individual support plans with specific strategies and targets to support their progress in mathematics.

Further information about how we support pupils with SEND can be found in our SEND Information Report and Accessibility Plan, which outline the provision, adjustments and inclusive practices across the school.

Mathematics Curriculum Impact

As our mathematics curriculum continues to embed, we are beginning to see developing impact in pupils’ confidence, fluency and understanding.

Early evidence indicates that pupils are:

• Developing increasing fluency in key number facts, including times tables
• Becoming more confident in using mathematical language to explain their thinking
• Showing improved willingness to engage in discussion, share ideas and learn collaboratively
• Beginning to approach problem-solving more systematically and with greater independence

Through our focus on mathematical talk, pupils are becoming more able to articulate their reasoning and justify their answers using appropriate vocabulary.

Assessment information, pupil work and ongoing observations show that:

• Misconceptions are identified earlier and addressed more effectively
• Pupils are beginning to retain and apply key knowledge with greater confidence
• Teaching is becoming increasingly responsive to pupil need

In the Early Years and Key Stage 1, the implementation of the Number Sense programme is supporting pupils in developing a more secure understanding of number, particularly in subitising, number bonds and early calculation.

For pupils with SEND, early impact is seen through increased engagement, participation and confidence, supported by carefully adapted provision.

As our approach becomes more embedded, we expect to see further improvements in pupils’ progress, fluency and depth of understanding across the school.

Leaders and teachers will continue to monitor the impact of the curriculum closely through assessment, pupil voice and work scrutiny, ensuring ongoing improvement.