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At Maltby Manor Academy our intent for mathematics is for our children to become fluent in the fundamentals of maths, reason mathematically and solve problems. We want our children to be enthused by their maths learning. In order to deliver this vision, we teach through the concrete-pictorial-abstract approach so that every learner is given the opportunity to learn in their own preferred style.

Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. Our policies, resources and schemes support our vision e.g. our calculations policy, White Rose Maths, Deepening Understanding and NCETM Teaching for Mastery.

The mapping of Mathematics across the academy shows clear progression in line with age related expectations. Pupils are challenged and we believe in a child led approach whereby pupils can take ownership of their learning; choosing their own level of task whilst those who are identified as SEND or underachieving are supported completely, revisiting learning where needed.

Mathematics in our academy is enhanced by our individual class working walls and washing lines designed to aid children through each topic and through our TT Rockstars competitions.  The online platform ‘My Maths’ also allows maths home learning to be accessed remotely for children to revisit mathematical concepts taught during the day.


Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Year 6.

We teach Maths in Foundation Stage as part of the Foundation Stage curriculum. It consists of two strands:

  • Number (includes deep understanding of number 10, composition of numbers, subitise, recalling number and numbers bond and doubling facts.)
  • Numerical Patterns (includes recognising patterns of counting, comparing quantities, greater than less than and exploring and representing different patterns.)

Both strands are taught through a balance of adult led and child-initiated activities daily. Children engage with mathematics through exploration, investigation and problem solving in all areas of provision. Children use a range of concrete apparatus and simple methods of recording to make connections between both strands of mathematics.

In Years 1 to 6, the Maths curriculum follows the White Rose Scheme which is based on the National Curriculum. It concentrates on an integrated approach to fluency, reasoning and problem solving. The curriculum has been broken down into small manageable steps that are taught separately to help children understand concepts better. It is encouraged that teachers spend more time on particular steps if they feel necessary and flexibility has been built into the scheme to allow this to happen. Teaching staff should concentrate on high quality questioning, resources and ensuring fluency, problem solving, and reasoning opportunities are built into every maths lesson. When introducing a new concept, children should have the opportunity to take the concrete-pictorial-abstract approach. The maths overview supports a mastery approach to teaching and learning ensuring teachers stay within their year group’s objectives and support the ideal of depth before breadth.


The impact of our mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is fun, and it is OK to make mistakes because the journey to finding an answer is most important.

Attainment in Maths is measured using the statutory assessments at the end of Key Stage One and Two. The results are compared nationally and are shared with the Governors. Each term, the Principal, delivers an attainment report and is held to account about the progress of maths. In Year Four, attainment is also measured by the Times Table Check. In Years 3-5 NFER tests are completed termly and attainment is tracked using the scaled scores. Pupil progress meetings are held termly, where class teachers report on individual progress and personalised interventions needed to support and target outcomes and inform next steps in teaching and learning.

Our maths books are packed with a range of activities showing evidence of fluency, reasoning and problem solving. Our feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children are on track. Children ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem.

Children are developing skills in being articulate and are able to verbally, pictorially and in written form reason well. Our school standards are high, we moderate our books both internally and externally so that children achieve well.