Living to Learn, Learning to Live Together


At New Pastures Primary School we want every child to enjoy and succeed in mathematics, regardless of their background.  We aim to design a curriculum, which is accessible to all and will maximise the development of every child’s ability and academic achievement.  We fulfil the requirements of the National Curriculum for Mathematics, providing a broad, balanced and differentiated curriculum


  • To aim to provide the best possible mathematics start for each child and explore maths through a mastery curriculum approach

  • For our children to understand and  realise that mathematics has been developed over centuries and is hugely important as we use it in every aspect of our lives at school, work, and in practical everyday activities at home and beyond.

  • To enable children to communicate their ideas and thoughts effectively

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  • For our children to have good mathematical skills as we recognise these are essential to us as teachers and parents in helping our children learn, in order that they can make the best decisions in life.

  • To provide all children with the opportunity to succeed, become confident, competent mathematicians


  • Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.

  • Link maths to real life situations- where possible- put into context.  E.g- recognising we use maths when we go shopping or plan a holiday, decide on a new home or decorate a room

  • Quality first teaching linked to teachers standards is applied. We follow the national curriculum and use maths mastery and white rose schemes as a guide to assist with planning and assessment  

  • Our  Mathematics Mastery curriculum is cumulative - each school year begins with a focus on the concepts and skills that have the most connections, and this concept is then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths. By using previous learning throughout the school year, they are able to develop mathematical fluency and conceptual understanding.

  • Each plan is adapted to suit the needs of our children. Children in Early Years engage in various mathematical experiences which starts them on their journey to mastery and learning.

  • Long term planning: National Curriculum

  • Medium term planning: Units of work are blocked to make sure that the requirements of the 2014 National Curriculum for England are fully met.

  • Short term planning: Daily lesson plans identifying: Do Now, New Learning, Talk Task, Developing Learning, Independent learning and Plenary activities.

  • Children move together through the learning order to avoid gaps in understanding. Each child is taught their age groups objectives throughout the year. Misconceptions are addressed and children are provided with additional scaffolding, which could be adult support, concrete resources or adapted work. Those children successfully accessing the learning will be given the opportunity to deepen their understanding through targeted questioning and tasks.

  • CONCRETE – All children have the opportunity to use concrete objectives and manipulatives to help them understand and explain what they are doing.

  • PICTORAL – children then build on this concrete approach by using pictoral representation, which can then be used to reason and solve problems.

  • ABSTRACT – Children can move to the abstract once understanding is achieved.

  • We use a variety of assessment techniques formative and summative to identify gaps in learning or areas of weakness and scaffold learnng. These include   pre-teach (working in small groups prior to the lesson) and same day intervention (small groups completing further work to ensure they are ready to move on to the next day’s learning). If the majority have struggled, Misconceptions are identified and addressed.

  • Use of formal assessments: Termly assessments (White Rose) used to assess pupils’ learning at the end of each term.

  • Half termly assessments (Maths Mastery units) are designed to assess pupils' learning within the units covered that half term. This will help identify any children falling behind and appropriate provisions will be put in place.

  • Ongoing in class assessment and Afl strategies will be used each lesson to ensure that learning is matched to pupils abilities and that children are appropriately challenged and moved on where appropriate.

  • Moderation is carried out in a variety of ways- termly moderation meetings with all teachers,  yearly with pyramid schools and with the local Authority All assessment/moderation is discussed at pupil progress meetings and staff performance management meetings.


  • The focus on a mastery approach to Mathematics ensures that pupils acquire a deep, long term, secure and adaptable understanding of the subject.

  • Quick recall of facts and procedures

  • Use of the correct mathematical language

  • The flexibility and fluidity to move between different contexts and representations of mathematics

  • The ability to recognise relationships and make connections in mathematics

  • Showing a mathematical concept or skill has been mastered by representing in multiple ways, using the mathematical language to explain their ideas and independently apply the concept to new problems in unfamiliar situations

  • Children develop their growth mindset and are more able to reflect on their learning They demonstrate the learning behaviours used throughout the curriculum- perserverance, resilience collaboration , independence, creativity and  engagement