MATHS
Intent
At Maltby Manor Academy, our vision for mathematics is to develop confident, capable, and enthusiastic learners who are fluent in the fundamentals of maths, able to reason logically, and skilled in solving a wide range of problems. We aim to foster a genuine enjoyment of mathematics, ensuring all children are inspired, engaged, and able to see its relevance in the world around them.
To support this vision, we implement a concrete–pictorial–abstract (CPA) approach to teaching. This ensures that all pupils, regardless of learning style or ability, are given equitable access to mathematical concepts and the opportunity to develop a deep and secure understanding.
Our curriculum enables children to make meaningful connections between mathematical concepts and real-life contexts, helping them better understand the world around them. This is underpinned by consistent use of high-quality resources.
Mathematics is mapped carefully across the academy to ensure clear progression in line with age-related expectations. Challenge is built in for all learners. Those identified as underachieving or with SEND are fully supported through targeted scaffolding, structured intervention, and opportunities to revisit learning as needed.
We place a strong emphasis on developing pupils’ mathematical vocabulary, enabling them to articulate reasoning, explain their thinking clearly, and engage meaningfully in mathematical discussions.
Assessment is used continuously and purposefully—both formatively and summatively—to identify gaps, inform planning, and ensure every child is making progress. Teachers adapt their practice in response to assessment insights, ensuring that support and challenge are provided where needed.
Children are encouraged to recognise the value of mathematics beyond the classroom—through its connection to everyday problem-solving, financial literacy, and future career pathways. Our approach to teaching maths also supports the wider school ethos by promoting resilience, independence, and a growth mindset.
Ultimately, our aim is to equip all children with the mathematical confidence and competence they need to thrive in their education and beyond.
Implementation
At Maltby Manor Academy, our mastery approach to mathematics is designed to systematically develop pupils' knowledge and understanding of key mathematical concepts, beginning in the Early Years Foundation Stage (EYFS) and continuing through to the end of Year 6.
Mathematics in the Early Years
Mathematics in the Foundation Stage is taught as part of the EYFS curriculum and focuses on two key strands:
Number – This includes developing a deep understanding of numbers to 10, exploring number composition, subitising, recalling number bonds and doubles.
Numerical Patterns – This involves recognising counting patterns, comparing quantities, understanding the concepts of 'greater than' and 'less than', and representing patterns in various ways.
These concepts are delivered through a balanced combination of adult-led and child-initiated activities. Children engage with mathematics daily through exploration, investigation, and problem-solving across all areas of provision. A range of concrete resources and early recording methods are used to help children make meaningful connections between both strands and lay strong foundations for future learning.
Mathematics in Key Stages 1 and 2
From Year 1 to Year 6, the mathematics curriculum follows the White Rose Maths Scheme, which is aligned with the National Curriculum. This scheme is structured around the core principles of fluency, reasoning, and problem-solving, and promotes a consistent mastery approach across all year groups.
The curriculum is carefully sequenced into small, manageable steps, allowing concepts to be introduced gradually and securely. Teachers are encouraged to adjust the pace of learning when needed, spending additional time on specific steps to ensure depth of understanding. Flexibility within the scheme enables teachers to tailor their teaching to meet the needs of all learners.
High-quality teaching is underpinned by:
Effective questioning that encourages mathematical thinking.
Carefully chosen resources to support conceptual understanding.
Daily opportunities for fluency, reasoning, and problem-solving embedded within every lesson.
impact
The impact of our mathematics curriculum is evident in the way pupils understand the relevance and application of mathematics in real-world contexts. We have created a positive learning culture where mathematics is engaging, challenging, and enjoyable, and where making mistakes is recognised as an essential part of the learning process. Pupils are encouraged to see the journey toward finding a solution as equally valuable as the answer itself.
Assessment and Progress Monitoring
Mathematical attainment is rigorously monitored through both statutory and internal assessments:
Statutory assessments are completed at the end of Key Stage 1 and Key Stage 2, with outcomes benchmarked against national standards and shared with the Governing Body.
In Year 4, the Multiplication Tables Check (MTC) provides a key measure of pupils' fluency in times tables.
In Years 3 to 5, NFER assessments are administered termly, and outcomes are tracked using scaled scores to monitor individual and cohort progress.
Termly Pupil Progress Meetings allow teachers to discuss individual pupil achievement, identify those needing targeted intervention, and plan appropriate next steps in teaching and learning.
Evidence of Impact in Learning
Pupils’ books provide clear evidence of progress and depth across the three key areas of mathematics: fluency, reasoning, and problem-solving. Work is consistently well-presented and demonstrates a range of strategies, independent thinking, and application of mathematical concepts.
Our approach to feedback and intervention is timely and purposeful, ensuring that misconceptions are addressed and learners are continually supported to meet or exceed age-related expectations. As a result, a growing proportion of pupils are on track or above national standards.
Pupils are encouraged to be independent and reflective learners, selecting appropriate resources and strategies to support their thinking. They are increasingly able to reason mathematically—verbally, pictorially, and in written form—and to explain their methods and thinking with clarity and confidence.
High Expectations and Rigorous Standards
We maintain high standards in all aspects of mathematics. Regular internal and external moderation of pupils' work ensures consistency and accuracy in teacher assessment. This rigorous approach contributes to strong pupil outcomes and prepares children well for the next stage of their education.