Maths
Maths at John Wilkinson Primary School and Nursery
At John Wilkinson, mathematics helps us unlock potential and empower every child to thrive. Grounded in our curriculum drivers of communication, creativity, craft, and community, our maths curriculum builds secure knowledge, fluent skills, and confident problem-solvers who can apply mathematics to real life with curiosity and creativity.
We are proud to be part of the EEF (Education Endowment Foundation) Early Years Maths Trial, working alongside national experts in early mathematics to ensure we are at the forefront of research-led practice. This exciting project strengthens our provision in the early years, ensuring the very best start for all our children and supporting our long-term goal of raising attainment through secure early foundations.
Our Maths Vision
We want every child to see themselves as a capable, creative mathematician. Through high-quality teaching, a culture of perseverance, and purposeful practice, pupils learn to think critically, reason logically, and solve problems with confidence. We value precise mathematical language, collaborative talk, and the belief that mistakes are stepping stones to deeper understanding.
Intent
Our curriculum develops fluency, reasoning, and problem solving for all pupils, from the Foundation Stage to Year 6. We follow a mastery approach, planned in small, coherent steps and aligned to the National Curriculum. Progression is mapped through our Mathematics Structure Handbook, Long-Term Plan (LTP), and Subject Progression document, ensuring knowledge is revisited, connections are made, and learning is retained. Language development runs through every lesson: stem sentences, structured discussion, and precise vocabulary help pupils explain and justify their thinking.
By the end of primary, pupils will have a deep conceptual understanding of number, calculation, geometry, measure, and statistics, and the confidence to apply mathematics in new contexts.
Implementation
We tailor our curriculum to what children need, when they need it, using diagnostic assessment to identify precise next steps. Teaching follows the CPA approach (Concrete–Pictorial–Abstract) and models small-step progression so every pupil can keep up and go deep.
Curriculum Design and Planning
• Aligned with the EYFS statutory framework and National Curriculum for Mathematics.
• Informed by NCETM professional development materials, White Rose Maths, and complementary resources (e.g., Testbase, Third Space Learning).
• The LTP sequences domains cumulatively; teachers adapt pacing using diagnostics and live assessment.
• The Mathematics Structure Handbook sets expectations for representations, vocabulary, and stem sentences across the school.
Arithmetic and Number Fluency
• EYFS–Y2: secure additive facts and number sense (Mastering Number, Third Space Learning, Number Stacks).
• Y3–Y4: multiplicative fluency (TT Rock Stars, Number Sense) with daily practice.
• KS2: daily arithmetic routines (e.g., Fluent in Five, KIRFs) build accuracy, flexibility, and efficiency.
• Y5–Y6: broadened strategies and efficiency to prepare for KS3.
Lesson Structure (KS1 and KS2)
• Do Now: 4 short retrieval questions to activate prior knowledge.
• Lesson purpose: clear intention and why it matters.
• Feedforward: brief response to yesterday’s learning, addressing common misconceptions.
• Small-steps check: quick hinge questions to confirm readiness.
• My Turn: explicit modelling (CPA, worked examples, live reasoning).
• Our Turn: guided practice with precise vocabulary and stem sentences.
• Your Turn: independent practice with fluency, reasoning, and problem solving; marking and discussion to consolidate.
• Exit Ticket: swift check of understanding to inform the next lesson.
Organisation and Pedagogy
• Mixed-ability classes with “keep up, not catch-up” expectations.
• Scaffolds, representations, and practical resources available in every lesson.
• Partner talk embedded to strengthen reasoning and explanation.
• Targeted interventions from EYFS onwards address identified gaps.
• Nurture groups use mastery materials from earlier year groups where appropriate, maintaining high expectations.
EYFS Maths
• Short, focused inputs with rich, continuous provision indoors and outdoors.
• Daily retrieval of key ideas; adults draw out mathematical thinking during child-initiated learning.
• Resources and environments saturated with the mathematics being explored.
The Five Big Ideas in Teaching for Mastery
• Coherence: small, connected steps for all.
• Representation and Structure: carefully chosen models and images reveal underlying ideas.
• Mathematical Thinking: patterns, generality, and precise talk.
• Fluency: efficiency, accuracy, and flexibility beyond memorisation.
• Variation: essential features are highlighted; non-essential features are varied to deepen understanding.
Equity and Inclusion: RADY and SEND
Every child is a mathematician. In line with our RADY principles, teaching is responsive and adaptive so pupils with SEND and those identified through RADY make strong progress from their starting points. Strategies include targeted questioning, modelling, scaffolding, pre-teaching of vocabulary and representations, and precision interventions. Pupil progress is reviewed through provision mapping and pupil progress meetings; adaptations are made swiftly to remove barriers and build independence and confidence.
Assessment, Feedback, and Intervention
Formative assessment
• Live marking, questioning, and observation in every lesson.
• Feedforward tasks address misconceptions; pupils act on feedback at the start of the next lesson.
• Daily retrieval ensures spaced practice and long-term retention.
Summative assessment
• Trust-wide termly assessments (e.g., NFER) alongside Baseline, Midline, and Endline checks.
• Ongoing unit assessments (Testbase, White Rose, Third Space).
• Statutory assessments: KS1/KS2 SATs (as applicable) and the Year 4 Multiplication Tables Check.
Marking and feedback routines
• Class feedback and feedforward slides address common needs.
• Supported work signposted; challenge tasks deepen learning.
• TAs mark where they have supported; the class teacher ensures consistency.
Intervention
• Focus pupils (2–3 per class each term) receive in-lesson scaffolding and structured keep-up support.
• Additional small-group interventions address specific gaps (e.g., Number Stacks, Third Space).
• All interventions are recorded and reviewed on the Provision Map.
Leadership and CPD
The Maths Subject Leader (Mr Jamie Combe) leads policy and practice, working with the SHaW Maths Hub (NCETM). Monitoring includes lesson visits, book looks, planning reviews, and pupil voice. Staff access CPD through Maths Hub work groups, internal training, and collaborative planning. Professional development materials (NCETM, White Rose, Testbase, Third Space Learning) strengthen subject knowledge and pedagogy.
Impact
Pupils at John Wilkinson demonstrate secure number sense, fluent recall, and flexible calculation. They reason with precision, use accurate mathematical vocabulary, and approach non-routine problems with resilience. Termly assessments, ongoing diagnostics, and moderation evidence strong progress across year groups. By Year 6, pupils are well prepared for secondary mathematics: confident, accurate, efficient, and able to explain and justify their methods.
Through our coherent, inclusive, and joyful approach, pupils leave us as confident, reflective mathematicians who can communicate their ideas clearly, make connections across concepts, and apply mathematics with purpose in the wider world.
Maths Documents and Progression
Our maths curriculum is carefully sequenced to ensure clear progression in concepts, methods, and representations from Year 1 to Year 6.
Year Group Specific Yearly Overviews -
Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
• Calculation Policy (CPA and written methods) – COMING SOON
• Mathematics Structure Handbook (representations, stem sentences, models) – COMING SOON