Vision for Mathematics

Mastering maths means children are acquiring a deep, long-term, secure and adaptable understanding of the subject. We believe and adhere to the following principles to help our children have a secure understanding of maths.


Lessons are broken down into small connected steps, providing access for all children and leading to the ability to apply the concept to a range of contexts.

Representation and Structure

We use concrete resources and pictorials to make maths visual so children can see and manipulate it. Concrete maths resources are objects that can help children see maths. For example, “five apples” and “half of a pie” are concrete numbers, while “five” and “one half” are abstract numbers.

Maths 1

Mathematical Thinking

In every maths lesson, teachers model how to use precise maths language to explain mathematical thinking and encourage children to discuss their ideas and thinking while they explore maths concepts. Teachers encourage children to share their thinking to deepen their understanding of a maths idea by questioning; for example, what have you discovered? How did you find that out?


Quick and efficient recall of maths facts, for example, number bonds to 10 (numbers that add up to make 10), times tables, days of the week, months etc.


The teacher represents the concept being taught, often in more than one way, to draw attention to a particular idea and develop an overall understanding. We encourage children to pay attention to what is kept the same and what changes, connect the mathematics and draw attention to mathematical relationships and structure. For example, if I know 2 + 2= 4 then 12 + 2 =?

Maths 2

The diagram below shows how the steps above link and weave through to build children’s understanding and enable them to understand, apply and eventually master the concepts of mathematics. (NCETM).

Maths 3
Curriculum Overviews - Mathematics will help you access further information about how we deliver the maths curriculum.

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