At East Acton Primary School, we believe that mathematics is a vital, powerful and creative discipline that plays a significant role in modern society. It equips pupils with essential skills to think logically, reason effectively and solve increasingly complex problems. Through mathematics, children learn to make connections with the world around them and to assess risks in everyday life.

Mathematical understanding opens doors to a wide range of future opportunities, including careers in science, technology, engineering and economics, as well as many other professions. As pupils develop their knowledge, they also learn to recognise and value the contributions of individuals who have shaped the development and application of mathematics.

As a Rights Respecting School, we are committed to ensuring that every child has access to a high-quality mathematics education (Article 28: the right to education), where they feel safe to take risks, express ideas and develop confidence in their abilities.

Intent

Our mathematics curriculum reflects the aims of the 2014 National Curriculum and is designed to ensure that all pupils:

• Become fluent in the fundamentals of mathematics through varied and frequent practice, developing conceptual understanding and the ability to recall and apply knowledge accurately.
• Reason mathematically by following lines of enquiry, making conjectures and developing arguments using precise mathematical language.
• Solve problems by applying their knowledge to a range of routine and non-routine situations with increasing sophistication and perseverance.

We aim for all pupils to:

• Develop a growth mindset and recognise the beauty and relevance of mathematics
• Show enthusiasm and curiosity, expressed through pupil voice
• Demonstrate confidence and competence with number and shape
• Show resilience when problem solving, thinking logically and working systematically
• Communicate ideas clearly using accurate mathematical language
• Work both independently and collaboratively, respecting the ideas of others

Our curriculum is ambitious, inclusive and designed to ensure that the vast majority of pupils achieve age-related expectations, with many developing a deeper understanding of mathematical concepts.

Implementation

Teaching for Mastery (NCETM)

Our approach to teaching mathematics is rooted in the principles of Teaching for Mastery, informed by the NCETM. We believe that all children can succeed in mathematics with the right support and challenge.

Pupils learn through a concrete–pictorial–abstract (CPA) approach, using practical resources and visual representations to develop secure understanding before moving to abstract concepts. They are encouraged to explain their thinking, compare methods and make connections across different areas of mathematics.

Teaching is underpinned by the Five Big Ideas of Mastery:

• Representation and Structure – using models and images to expose mathematical relationships
• Variation – presenting concepts in different ways to deepen understanding
• Fluency – developing efficient, flexible and accurate recall of key facts
• Mathematical Thinking – encouraging reasoning, discussion and justification
• Coherence – carefully sequenced small steps that build secure understanding over time

Above all, we foster a culture of curiosity and enjoyment in mathematics for pupils, staff and families.

Curriculum Structure

Our curriculum is coherently planned and sequenced, ensuring knowledge builds progressively towards clearly defined end points.

Early Years (Reception)

We follow the Early Years Foundation Stage Framework, providing rich opportunities for children to:

• Develop strong foundational skills in number
• Build early mathematical understanding through play and exploration
• Use precise mathematical vocabulary

We recognise that early mathematical experiences are crucial in shaping future attainment and confidence.

Key Stage 1 and 2

In KS1 and KS2, content is taught in a logical and systematic progression:

• Number and Place Value is prioritised early to build strong foundations
• This supports learning in calculation (four operations)
• Knowledge is then applied across measurement, geometry and statistics

This structure enables ongoing assessment and timely intervention to address gaps in learning.

Teaching Pedagogy

Our teaching is structured to ensure all pupils achieve deep and secure understanding:

• Lessons are broken into small, carefully sequenced steps
• Key concepts are taught in depth before moving on
• Pupils are taught as a whole class, working collaboratively in mixed-attainment groups
• Teachers use continuous assessment to adapt teaching and provide appropriate challenge

We provide:

• Open-ended questioning to deepen understanding
• Use of manipulatives and visual representations
• Opportunities for discussion, explanation and reasoning
• Flexible recording approaches, including verbal explanations

Pupils are encouraged to:

• Reflect on their learning
• Engage in pupil voice
• Take risks and learn from mistakes in a supportive environment

Mistakes are valued as part of the learning process, helping pupils to build resilience and confidence.

Impact

The impact of our mathematics curriculum is evident in the quality of pupils’ learning and outcomes.

Pupils:

• Demonstrate secure and well-sequenced knowledge
• Are able to recall key facts fluently and apply them accurately
• Show confidence in reasoning and problem solving
• Use mathematical language precisely to explain their thinking
• Display positive attitudes and resilience in their learning

Assessment is used effectively to ensure that:

• Most pupils achieve age-related expectations
• Gaps in learning are addressed swiftly
• Pupils who need additional support receive it promptly through interventions and maths meetings

Pupil voice indicates that children enjoy mathematics and feel confident in their ability to succeed. They understand that making mistakes is part of the learning process.

As a result, pupils leave East Acton Primary School as confident, capable mathematicians, well prepared for the next stage of their education.