Intent

At Maltby Manor Academy, we aim to develop confident and capable mathematicians who are fluent in the fundamentals of mathematics, reason mathematically and solve problems effectively. We want all pupils to develop a secure understanding of mathematical concepts and to recognise the value of mathematics in everyday life. 

Our curriculum is carefully sequenced to ensure knowledge and skills build progressively from EYFS to Year 6. Through a mastery approach, pupils develop deep conceptual understanding, mathematical fluency and the confidence to explain and justify their thinking using precise mathematical vocabulary. 

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Implementation

 

Mathematics is taught using the White Rose Maths framework, which provides a coherent and progressive sequence of learning aligned to the National Curriculum. 

 

Early Years 

In EYFS, children develop early mathematical understanding through practical exploration, investigation and play. Learning focuses on Number and Numerical Patterns, providing secure foundations for future mathematical learning. 

 

Key Stages 1 and 2 

From Year 1 to Year 6, teaching follows a mastery approach built around fluency, reasoning and problem-solving. Learning is carefully sequenced into small steps to develop secure understanding before moving on. 

The concrete-pictorial-abstract (CPA) approach is used throughout the school, enabling pupils to develop conceptual understanding and make connections between mathematical ideas. Teachers use high-quality questioning, mathematical discussion and carefully chosen resources to deepen understanding and address misconceptions. 

Regular opportunities for retrieval, fluency practice and mathematical reasoning are embedded within lessons. Weekly Maths Meetings further strengthen number fluency, mental calculation strategies and times table recall. 

Assessment is used responsively to identify gaps, inform teaching and ensure all pupils receive appropriate support and challenge. 

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impact

Pupils develop secure mathematical knowledge and the confidence to apply their learning across a range of contexts. They demonstrate fluency in calculation, reason mathematically and solve problems with increasing accuracy and independence. 

Pupils are able to explain their thinking using mathematical vocabulary, select appropriate strategies and make connections between different areas of mathematics. Through regular assessment and responsive teaching, pupils make strong progress and are well prepared for the next stage of their mathematical education. 

 

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.