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North Cadbury Church of England Primary School

‘To be the best we can be’

Home Page

North Cadbury Church of England Primary School

‘To be the best we can be’


Purpose of Study


Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.




The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

What does this look like at NC Primary School?


Across the school, maths is taught daily so that pupils develop as creative, resilient mathematicians. The vast majority of these lessons are discrete units that cover the maths National Curriculum.  At KS1 and lower KS2 we follow a weekly plan of a maths theme such as addition or 2D shape for example.  As the week progresses, the maths builds on previous learning and includes fluency, reasoning and problem solving.  By upper KS2, the Autumn term covers the whole maths curriculum at pace with a focus on fluency skills.  This is then revisited in the Spring and Summer terms with a more investigational approach to revise the curriculum with a reasoning and problem solving focus.   As maths is such a huge part of the world around us, there are many cross-curricular links and our maths learning is also supported through a range of other subjects such as Geography, Science, Computing and Art. 


At North Cadbury Primary School we also have an ‘Early Bird’ Maths activity every day separate from the maths lesson for year 2 to 6.  This is where the key objectives are revisited to consolidate understanding and help all children remember and be confident with the basics.

How do we plan for progress in Maths?


Planning is progressive with the achievement or surpassing of the objectives in the National Curriculum with weekly planning being informed by class progress to ensure pace is commensurate with need.  Weekly teaching structures will contain a balance of new work and revision of previous coverage to ensure sustained progress forwards. 

To see how we plan for progress in written calculations specifically, please see the document below.

North Cadbury Calculation Policy

What would you see in a Maths lesson?


In Maths lessons at North Cadbury School, you will see the sequence of lessons and activities that are well planned, and that teachers use a range of resources, especially ICT resources, to ensure progressive learning and the acquisition of skills in Maths.  There is usually a mental/oral starter to warm up for the lesson, an introduction by the teacher to the lesson which usually starts with some revision of previous learning before introducing some new learning.  Where different learning objectives are being covered with the different year groups in a classroom, one year group will often be being taught by the teacher whilst the others get started on an activity with the TA.  The teacher makes sure the balance of teaching to both year groups is kept and that the TA is well prepared for this.  After teaching and activity time for both year groups they are drawn back together with a plenary which may reinforce the learning, particularly the children’s explanations and reasoning skills.  It may also prepare for the next day’s learning.

What would you see in books?


In books you will see the successful outcomes of the planning with the impact of feedback, both verbal and written.  You will see the care and attention the children pay to their maths, the neat, methodical way they present it and the understanding and progress that they demonstrate in these books over the course of the year.  It is worth noting that in KS1 some maths work is also done straight onto worksheets and this is kept in separate folders.  Some of the practical maths is also evidenced on Tapestry in photo form.

How do we assess and monitor Maths?


Formal assessments are carried out every half-term and the results are discussed in Pupil Progress Meetings.  We use Teacher Assessment at the end of each term to monitor children’s progress by assessing them against our Framework of Skills and the End of Key Stage expectations for children in Year 2 or Year 6.  We take into account, not only the evidence demonstrated in books and folders, but their contributions during lessons over the course of the term and the results of termly assessments.  Children who are not meeting their potential are identified, interventions are then put in place and their impact assessed regularly to ensure suitability.  Monitoring is carried out through book monitoring (school and academy wide), Pupil Progress Meetings, lesson observations and staff meetings.

How do we tailor the learning to all students?


Pupils should have access to a broad and balanced curriculum.  We set high expectations for every pupil, whatever their prior attainment.  We use appropriate assessment to set targets which are deliberately ambitious.  Potential areas of difficulty are assessed and lessons planned to address this and to remove barriers to pupil achievement.  We use differentiated resources to revise and support, to build fluency and confidence, and to challenge and widen their understanding.  Individual weaknesses identified in a lesson or after a formal assessment are either addressed in whole class teaching, group interventions or individual interventions, depending on need.  Interventions are tailored to the child or children in question and aim to help correct any misconceptions, build confidence and enable them to progress towards age-related expections.

Which hashtags do we use to signpost work on Tapestry?