The teaching of Mathematics is built upon the National Curriculum. Our curriculum follows the five big ideas of teaching for mastery outlined by the National Centre for Excellence in the Teaching of Mathematics (NCETM). Big Ideas in Teaching for Mastery | NCETM

The National Curriculum is delivered using the NCETM’s Curriculum Maps for mixed age classes and teachers use NCETM resources as well as the Oak Academy to deliver lessons.

They are supplemented by the delivery of  NCETM’s Mastering Number programmes to support children’s factual fluency.

KS1 Mastering Number focuses on additive facts and relationships and KS2 focuses  on multiplicative facts and multiplicative thinking.

Children are encouraged to develop their fluency skills through a variety of whole class activities and games. We welcome the support that parents/carers are able to give in helping children to learn number facts, such as pairs of numbers which make ten, or times tables, which underpin many aspects of the maths curriculum.

An important part of teaching for mastery involves the children understanding the calculation methods they use, not just using tricks. Please ask your child’s class teacher if you would like to know more.

Calculation-Policy

Success in Mathematics is a vital life skill. Our curriculum aims to provide stimulating and engaging lessons which support all learners to be competent and confident mathematicians. 

At Richard Taylor we teach daily Mathematics lessons that follow a ‘small steps’ approach and are taught as discrete units of work. This is done purposefully so that the right topics are introduced at the right time and build upon previous learning. Teaching builds on the knowledge acquired previously both from prior years and within the year. Opportunities are given to revisit and consolidate so that the majority of children are able to stay together on their learning journey. 

One aspect of fluency is being able to learn facts by heart, which underpins success in mathematics. For this reason we support the learning of facts through daily fluency sessions. The emphasis is on calculating not counting through short, carefully constructed sessions, which explicitly practise the strategies to aid the recall of facts.

We aim to provide learners with deep conceptual understanding of mathematical structures, the ability to communicate effectively using precise mathematical vocabulary whilst becoming mathematical thinkers. This is supported with the use of concrete resources and visual images to support learning for all.

Mastery Through Small Steps

The way in which Maths is taught at Richard Taylor is by its nature inclusive. Teachers have high expectations for every learner, with challenge for all in our lessons which are built upon the mastery approach, using small steps and variation to highlight structure, building fluency through intelligent practice and revisiting concepts regularly to ensure that “learning sticks”.

Representation-Rich Classrooms

Children are introduced to new topics through a range of images and structures, following the concrete → pictorial → abstract pathway. Concrete resources such as number lines, tens frames, bead strings, and place-value counters support deep understanding and are available to all learners.

Children with specific needs are supported to access learning through strategies such as visual prompts, chunked tasks, concrete resources, or coloured paper. Independent work is always encouraged, and children are supported to achieve this through tasks that are appropriately matched to their stage of learning. Where needed, children may have additional short sessions for extra practice of key concepts to enable all children to keep up rather than catch up.

Guided Practice within lessons allows children to rehearse new learning through a short task or practical activity, giving the teacher a quick insight into their understanding. Where support is needed, the teacher may adapt the task or provide additional scaffolding, such as concrete apparatus or alternative pictorial representations.

Oracy

Vocabulary used in the lesson is rehearsed and modelled through stem sentences to support mathematical thinking, alongside partner talk and opportunities to explain, justify and question.

Belonging, Safety, and Positive Mindset

Children learn best when they feel safe to make mistakes, and our school ethos reinforces this by normalising errors as a natural and valuable part of learning. Mistakes help us learn, and everyone’s ideas matter. We celebrate perseverance and make it clear that all children are working towards understanding, with errors recognised as part of the process.

This approach builds confidence. Children begin to use language like “I can’t do it yet” because they see progress as achievable and ongoing.

We foster a culture where children are willing to take risks in their learning. They share ideas, ask questions, and attempt challenging tasks within a supportive environment. This sense of belonging and safety enables ambition for all.

Assessing children’s progress is vital in order to establish their acquisition of knowledge and skills.
At Richard Taylor learning always starts with the children’s prior knowledge and any misconceptions they may have. Misconceptions that arise throughout a unit are identified and addressed appropriately, using mistakes as learning points.  Regular informal assessments enable teachers to assess understanding of the maths covered in that unit and this informs next steps.
In Early Years, assessment happens continually to collect consistent and varied evidence of mastery. This then feeds into the continuous cycle of Observation, Assessment and Planning.
In addition, children are informally assessed day to day by the class teacher with rapid support and intervention in place to support children who need it.
Summative assessments are in the form of progress (NTS) tests twice a year. These allow teachers to compare children with national expectations. In addition, these tests provide detailed analysis of where the children may be exceeding or where teachers may need to put in more deliberate practice of a concept. Catch up suggestions are embedded within these results. They will also allow teachers to adjust their provision where needed.

In June of Year 4,  the multiplication check test will test the recall of times tables up to 12 x 12.
In May of Year 6 children will sit their end of Key Stage 2 SATS test. Children will be supported through the year to ensure this is a positive experience.

There are many ways you can support maths at home, but the first step is to talk positively about Maths and model a positive attitude towards maths.

Use everyday opportunities

Maths can be built into daily life through:

• Cooking together – measuring ingredients, doubling or halving recipes, timing.
• Shopping – comparing prices, spotting numbers, estimating totals, counting coins.
• Time talk – reading clocks, working out durations, planning routines.
• Household maths – sorting laundry by size/colour, counting steps, measuring furniture.
• Weather and calendars – reading temperatures, comparing days, spotting patterns.

Play Games to Strengthen Number Sense

Games are one of the best ways to practise maths without it feeling like work but build fluency, reasoning and strategic thinking.

• Board games: Snakes & Ladders, Ludo, Monopoly Junior, Connect 4.
• Card games: pairs, number bonds snap, “higher or lower”.
• Dice games: roll two dice and add/subtract/multiply; race to 100.
• Puzzles: jigsaws, tangrams, Sudoku for kids, pattern blocks.

Games with cards and dice

• All you need is a pack of cards to play these games.  A great way to build fluency, whilst having fun!
• Games-to-Play-with-a-Deck-of-Cards
• All you just need a pair of dice for these games below! Please ask for some if you don’t have any at home.
• Games-to-Play-with-a-Pair-of-Dice

Online games

We have subscriptions to Numbots in KS1 and Lower KS2 and EYFS and TT Rockstars in KS2, which the children love to use at home and we enjoy celebrating successes in class.

Our favourite websites

• ICT Games has a wealth of superb Maths games and is one of our favourite sites to practice Maths at home.

ictgames – Home Page

Topmarks is a great place to practise your times tables and Maths facts in KS2

Mental Maths Tests and Games (topmarks.co.uk)

Multiplication Tables Check – Mathsframe This website is similar to the Y4 multiplication test, each question being 6 seconds , so is great practice!

The Nrich website is full of games to encourage problem solving. There are all types of games and Maths activities for all primary ages to enjoy and support mathematical thinking.

Maths at Home – Primary | NRICH