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Maths Overview


At Padiham Primary School, we believe in teaching for mastery to give all children the best possible opportunity to acquire a deep, long-term, secure and adaptable understanding of the subject. The aims of our mathematics teaching are aligned with the aims of the National Curriculum: fluency, reasoning and problem solving – both in the mathematics lesson and across the curriculum. We recognise that pupils need to become fluent in the fundamentals of mathematics and acquire fluency in procedures, alongside developing conceptual understanding if they are to be able to solve increasingly complex problems in life and later in the workplace.


  • Pupils are taught through whole-class, interactive teaching CPA (concrete-pictorial, abstract) approach, where the focus is on all pupils working together on the same lesson content at the same time
  • Lessons are carefully crafted in small, progressive steps using high-quality resources such as the NCETM materials, White Rose Maths and Primary Stars (KS1)
  • High expectations for all pupils and strive to make the mathematics accessible for all through by providing different tools to scaffold learning and questions to challenge deeper thinking.
  • Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
  • Children are encouraged to think mathematically: if taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others.
  • Reasoning and problem solving are embedded within each lesson
  • If a pupil fails to grasp a concept or procedure, this is identified quickly and early support (pre and post teaching) is offered with the rationale that the child will be ready to move forward with the whole class in the next lesson.
  • Develop fluency through additional curriculum time of 15-minute skill sessions per day using the Number Sense resource in Years 1-3 and an emphasis on securing multiplication and division facts as well as the skills in the Ready To Progress criteria in Years 4-6


  • Termly observations and feedback/CPD using The Five Big Ideas for mastery
  • Monitoring of assessment data termly to identify children not working at expected standard and areas of support/focus
  • Teachers to evaluate against the Ready to Progress criteria termly
  • Teachers to measure the impact of Number Sense through assessment of taught number facts