Maths

Intent

At Darwen Aldridge Sudell Primary School, we are committed to developing confident, independent learners who enjoy engaging with mathematical concepts. We believe that every child can succeed in mathematics through a nurturing and inclusive approach, with teaching that is tailored to meet the diverse needs of all our students.

• Develop a positive attitude towards mathematics and enjoy the challenge it brings.

• Feel confident to explore, take risks, and discover new strategies for problem-solving.

• Grow into life-long learners who are numerate, adaptable, and capable of applying their mathematical skills to real-world situations.

Implementation

At Darwen Aldridge Sudell Primary School, we strongly believe that the mastery approach is the most effective way for our children to learn mathematics. We are committed to ensuring that all pupils progress through the content at the same pace, allowing for a deeper understanding of mathematical concepts. This depth of study provides our higher-achieving learners with opportunities to explore more complex ideas and make connections both within and across different topics. We promote a curriculum that allows for a depth of learning as opposed to acceleration, ensuring that every child, regardless of ability, receives age-appropriate teaching that challenges and supports their learning.

We achieve this through the following methods:

• Revisiting of prior learning: Low-stakes assessment at the beginning of lesson allows children to revisit previous learning and allows teachers to pinpoint any misconceptions and adjust instruction accordingly.

• Key Lesson Support Document: This resource maps out key learning from prior year groups and links it to the current topic, helping pupils build connections and consolidate their understanding.

• Formative Assessment: Continuous assessment during each lesson informs future planning, enabling teachers to address misconceptions in real time and provide targeted support where needed.

Although our approach is bespoke to the needs of our pupils, the delivery of mathematics is rooted in ‘The Five Big Ideas’ published by the National Centre for the Excellence in the Teaching of Mathematics (NCTEM), which are:

1. Representation and Structure

2. Mathematical Thinking

3. Fluency

4. Variation

5. Coherence

Coherence

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

Children need to work hard to develop an understanding through reasoning, discussing with others, explaining their thinking and trying out new things.

Quick and efficient recall of facts and procedures will ensure that children are not hindered by simple mathematical knowledge such as times tables and bonds of numbers.

Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop a deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow-up practice, paying attention to what is kept the same and what changes, to connect the mathematics and drawing attention to mathematical relationships and structure.

Impact

At Dawen Aldridge Sudell Primary School, we believe that assessment is a fundamental aspect of delivering effective mathematics teaching that supports the success of all our pupils. Through a combination of summative and formative assessments, we can track pupil progress, identify gaps in learning, and ensure that our teaching meets the needs of each child.

• Daily topic-based low-stakes assessments

• PUMA Summative Assessment Tests for Years 1-5

• Identifying misconceptions through marking and using feedback to adjust future planning

• Key Learning Indicator Assessment completed by staff for each pupil

• Daily Flashback 4, marked by the class teacher, to identify misconceptions

• Class discussion and verbal feedback

• Use of concrete manipulatives to demonstrate understanding

These assessments inform a variety of key processes, including:

• Pupil Progress Meetings.

• Reporting to parents.

The impact of our approach is measured through a comprehensive monitoring system that includes:

• Learning walks

• Lesson observations and feedback half termly IRIS videos.

• Book looks

• Pupil voice conversations

• Staff meetings, training, and discussions

• Half-termly data reviews

Through ongoing evaluation and reflection of our teaching practices, we ensure that our mathematics curriculum remains dynamic and responsive to the diverse needs of all pupils. This continuous process of assessment and refinement ensures that pupils not only make steady progress in mathematics but also develop a profound understanding of key concepts, fostering a lasting positive attitude towards the subject.

National Curriculum

The National Curriculum guidance is always our starting point when planning our curriculum. This guidance from the Department of Education sets out clear aims and course content for each subject.

We ensure we cover each aspect of this, then apply it to our own Curriculum approach.

Mathematics programmes of study: Key Stages 1 and 2

Calculation Policy

Calculation Policy

Maths Curriculum Map

Throughout our curriculum we believe in a subject specific teaching approach. The exact units to be taught are identified on our subject curriculum maps. Our curriculum maps help ensure there is a clear progression of knowledge and skills underpinning the learning experiences of children.

Whole School Curriculum Maths 2026/2027

Timestable Mapping

Progression in Times Tables

Useful Links