Kinderley Community Primary School

The sky's not the limit - it's only the beginning.


What does weekly Mathematics provision look like at Kinderley?

  • Daily Number of the Day (EYFS)
  • Daily Arithmetic focus (KS1/KS2)
  • Opportunities for children to grasp a Maths concept through Guided teaching based on the CPA model - Refer to Teaching and Pedagogy below for an explanation.
  • Independent/Supported Maths work following on from the Guided session with concrete Maths apparatus available
  • Speaking and listening opportunities to embed Maths vocabulary through the Guided teaching session
  • Teaching sequences recorded on Working Walls
  • Learning Objectives/ success criteria in books – self assessment opportunities daily using a 'tick system'
  • Time allocated for children daily to respond to 'Live marking' feedback and 'Next step' comments  
  • Daily provision for SEND/Intervention pupils through quality first teaching
  • Targeted interventions for SEND/Intervention pupils

We teach Mathematics at Kinderley using the Maths Mastery approach and follow the National Curriculum and White Rose Mixed aged planning:

Reception - Autumn, Spring, Summer      Click on individual seasons to view

Year 1-6

Teaching and Pedagogy - These are the key ideas and principles that drive how we teach Mathematics and how children learn: 

Fluency and Mathematical Reasoning.

Secure subject knowledge

These appear in the aims of the 2014 National Curriculum for mathematics and set out some valuable principles for developing good mathematicians. Fluency indicates that children should be efficient, accurate and flexible, not just fast. Fluency develops good number sense and requires a high level of conceptual development. Mathematical reasoning encourages children to explain and justify why they have chosen that strategy to solve a problem.

Teachers know why their mathematical knowledge and lessons are vitally important for children’s success in primary school, secondary and beyond. Teachers are aware of changes, updates and good practise in mathematical teaching and are confident to challenge, extend or support children in a range of ways.

Using the CPA model.

Pedagogy and developing conceptual understanding

Conceptual/Pictorial/Abstract  - the way children learn best in mathematics, not simply a journey from the youngest to the oldest, but within every lesson; how is the concept presented, built upon and represented and finally generalised?

What is 4/5 of £80?   

Conceptual (practical)

80 counters shared into 5 piles. 4 piles are counted. 64 counters

A pictorial model or image is used                                                          







 Abstract numbers are used

 80 divided by 5 = 16    16x4=64


80 divided by 10 =8 so 80 divided by 5 =16

Teachers have a clear understanding and give specific thought when planning and teaching to how children learn best in maths and how we set lessons up to achieve this. A clear pedagogy for creating good mathematicians should be established.

Teachers should reflect upon why we teach a lesson the way we do? E.g. are fractions always presented as circles, cakes, pies and pizzas? Can I show them another way?

Is 50+3 the only way to partition 53? Which resources will help the children understand this concept better? Could I use arrow cards, beadstrings and Numicon to develop the concept?

Have I started in a practical context and moved to abstract or started in abstract?

Have I built on prior learning e.g. arrays and grid method x?


Mastery of calculations.

Making connections within and between concepts.

This will be embedded within problem solving and allows children to work independently and break problems down into steps to find a solution.

Children have a fluent approach to calculations and can choose the most suitable method for the problem e.g. 67-34 is suited to either counting back or counting on using a number line whereas 354-198 could be done mentally.

This idea links very nicely to fluency. If a child is a fluent mathematician then they begin to make connections between different areas of mathematics. For example they see that there is a connection between finding half of £8 and 50% of £80 or that the perimeter of a square will always be a multiple of 4.


An engaging and exciting curriculum.

Challenge and motivation

Where maths utilises the outside environment, contextualised topics, use of ICT, variation in approaches, use of practical resources etc.

High and realistic expectations are set for children. Areas that they are weaker in are identified and explored to turn them into strengths. Children enjoy meeting challenges and are aware of their next steps. They are able to explain, justify and prove their thinking and ideas.


  • We assess children regularly using the National Curriculum Skills progression document - on the Curriculum Implementation page
  • We put interventions in place where children aren't meeting year group expectations, in consultation with parents/carers.
  • We use Times Tables tests when a child is in Key Stage 2, to assess their recall and knowledge of related multiplication and division facts. This allows us to track a child's progress in their Times Tables. 
  • We test children termly using the NFER Mathematics test in Year 2-6, which provides a standardised score and allow us to track children's progress and adapt our teaching to 'diminish gaps' to ensure children make further progress.