Maths
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Maths Statement of Intent
Why is Maths important for all students at Meadowbrook Primary School? Why does it matter?
The study of mathematics provides learners with many skills which are transferable across the curriculum and the world around them. Our maths curriculum supports children to gain a deep long term, secure and adaptable understanding of the subject which enables them to become agile mathematicians. We aim to encourage learners to gain fluency in number and be able to reason and problem solve using a variety of strategies.
How does studying Maths help our young people to achieve?
Maths enables learners to become confident in sharing their mathematical thinking through oral and written work. Our learners are introduced to a wide range of mathematical vocabulary which enables them to articulate their understanding in a concise and logical manner. Throughout our mathematics curriculum, children are encouraged to develop their mathematical thinking leading them to be able to build upon and challenge the ideas of others. Our curriculum aims to equip learners with the skills, knowledge and understanding needed to be successful in the next stage of their learning. We believe that all children are capable of achieving high standards in mathematics.
Philosophy for Teaching Maths
Mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject. At any one point in a learner’s journey through school, achieving mastery is taken to mean acquiring a solid enough understanding of the maths that’s been taught to enable them to move on to more advanced material.
At Meadowbrook we focus on teaching for mastery, where we combine the five big ideas in teaching mastery (see diagram below) taken from the NCETM to describe the range of elements of classroom practice and school organisation that combine to give learners the best chances of mastering mathematics.
Our Curriculum
Our curriculum is driven at Primary by the 2014 National Curriculum for mathematics, the aims of this are to ensure all learners:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that learners develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Planning & Sequencing
The National Curriculum forms the basis for our long-term planning: setting out the expectations in each year group, with links made across strands. The medium-term planning organises the units systematically term by term, with many opportunities for embedding skills with problem solving. Class teachers use White Rose Education to support with sequencing learning. Short-term unit plans are prepared for daily teaching.
The curriculum is taught through the units as follows with all year groups teaching the same units at similar times:
Number and place value, addition and subtraction, multiplication and division, fractions, measurement, geometry, statistics.
At Meadowbrook we believe that planning is to inform practice, it moves learning forward and allows our team to break larger concepts down into small steps.
S planning allows the planner to start with the end in mind, what do we want our learners to understand by the end of this ‘sequence of learning’ or ‘learning journey’?
Then using our key learning intentions, our misconception mats and the small steps documents, start to plan the journey the learner will take to achieve this goal.
Effective planning should involve the planner thinking deeply about the steps needed to be taken (the ‘journey’) to enable ALL learners to succeed and meet objectives.
Planning should ensure that the teacher is confident in the delivery of content, as it has been well thought out.
We use S planning to support this.
Teaching & Pedagogy
As part of our teaching of mathematics at the primary phase we have embedded the CPA (concrete, pictorial, abstract) approach to lessons. All concepts are introduced with concrete resources for children to feel and manipulate. As their conceptual understanding develops, they move towards the pictorial and abstract stages. Pupils are not pushed to move through these stages until they have shown understanding gained by the teacher through skilful assessment.
The teachers’ role in lessons is to:
- demonstrate a clear modelling
- allow time for discussion and pair work
- provide support and challenge when needed
- present challenge through expert questioning
Fluent in 5/Flashback 4
At Meadowbrook we recognise the importance of ensuring all pupils are fluent in number therefore use Third Space Learning ‘Fluent in 5’ and/or Flashback 4 (White Rose Maths) daily.
Fluent in Five provides a daily set of arithmetic practice, designed to help children develop and maintain fluency in both written and mental calculations. The structure of Fluent in Five is also designed to help children distinguish between written and mental calculations. It provides regular practice of mental and written arithmetic skills to keep calculation skills fresh.
Third Space Learning
Mastering Number
The NCETM Mastering Number programme is a national initiative designed to build strong foundations in number sense for children in EYFS, KS1, and KS2. At Meadowbrook Primary School, we use it to ensure all pupils develop fluency, confidence and flexibility with number, especially disadvantaged and vulnerable learners, so that they can succeed in mathematics across the curriculum and beyond.
What is the Mastering Number Programme?
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Early Years (EYFS): Focuses on subitising (recognising quantities without counting), counting, and understanding how numbers are composed and decomposed. Children learn through visual models, rhymes, and practical activities to secure early number sense.
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Key Stage 1 (Years 1–2): Pupils take part in short, daily sessions using resources such as rekenreks (bead strings). The programme develops fluency in calculation, flexibility with number facts, and confidence in applying number knowledge to problem solving.
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Key Stage 2 (Years 3–4): Builds on KS1 foundations by strengthening multiplication facts, number bonds, and strategies for mental calculation. It ensures children can recall and apply number facts efficiently, supporting success in more complex mathematics.
Why We Use Mastering Number at Meadowbrook Primary...
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Firm Foundations: It gives every child a secure grasp of number sense, which is the gateway to success in mathematics.
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Closing Gaps: The programme is particularly effective in helping disadvantaged and vulnerable pupils catch up quickly.
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Consistency: Daily sessions across EYFS and KS1 ensure all children receive high-quality, structured practice.
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Confidence: Pupils develop flexibility and fluency, enabling them to approach maths with confidence and resilience.
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Future Success: By embedding strong number knowledge early, children are better prepared for KS2 and beyond, including multiplication tables, fractions, and problem solving.
Our Commitment...
At Meadowbrook, we believe that every child can be successful in mathematics. By embedding the NCETM Mastering Number programme into our daily practice, we ensure that pupils leave KS1 with the fluency and confidence they need and continue to build on these skills in KS2. This aligns with our vision that no child is left behind and that all pupils develop the mathematical foundations for lifelong learning.
Developing Multiplication Fluency
At Meadowbrook Primary, we recognise that secure number fluency is essential for success in mathematics. To address gaps in pupils’ confidence and accuracy with multiplication facts, we have implemented two complementary approaches: Step Counting and our Times Table Purposeful Practice Booklets.
Step Counting Programme
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The Step Counting approach helps children build a deep understanding of multiplication by linking times tables to repeated addition and number patterns.
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Pupils practise counting in steps (e.g. 2s, 3s, 4s, 5s) both orally and visually, using number lines, manipulatives and rhythmical activities.
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This method strengthens conceptual understanding of multiplication, ensuring children don’t just memorise facts but understand how they are constructed.
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Step Counting also supports pupils with SEND and those who find abstract number work challenging, by providing concrete and accessible strategies.
Times Table Purposeful Practice Booklets
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These booklets provide structured, twice daily practice of multiplication facts across all year groups.
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Activities are carefully sequenced to build fluency, accuracy, and speed, while reinforcing connections between multiplication and division.
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The booklets encourage purposeful repetition as children revisit facts in varied contexts, ensuring knowledge is retained and applied.
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Teachers use the booklets to track progress, identify gaps and provide targeted support for pupils who need additional practice.
Why We Use These Approaches
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Consistency: Every child receives daily, structured practice in times tables.
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Accessibility: Step Counting ensures all pupils, including those with additional needs, can access multiplication.
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Fluency: Purposeful practice builds automatic recall, freeing up working memory for problem solving.
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Confidence: Pupils develop resilience and self-belief in mathematics, preparing them for more complex concepts in KS2 and beyond.
At Meadowbrook Primary, our vision is that no child is left behind in mathematics. By combining conceptual understanding (Step Counting) with structured fluency practice (Times Table Booklets), we ensure that all pupils develop the strong foundations they need to thrive.
Documents
EYFS Maths OverviewYear 1 Maths OverviewYear 2 Maths OverviewYear 3 Maths OverviewYear 4 Maths Overview
