Parental feedback: "Loving the consistent communication and engaging parents in the learning". "Very happy with the level of learning and progress that has been made this year". "My child is happy and confident in school".


Where potential is nurtured and futures are inspired  

Education that goes beyond the curriculum


Key Documents

We use Maths for Mastery and therefore we follow a block curriculum using ‘White Rose’ as our scope to help us sequence our ‘small step’ learning. This is to ensure all pupils have a deep understanding of maths. Progression across the year groups and maths units are shown though the NCETM progression documents. The mastery programme ensures that all pupils in the year group are taught together.

In EYFS, we follow the ‘Mastering Number’ programme from NCETM. Maths is taught through a daily whole class input and with small group adult-led activities. Opportunities are given through continuous provision within the class environment for the children to apply and embed these skills.

Within all lessons, we ensure that we are addressing the three key aims of the National curriculum – fluency, reasoning and problem solving. Therefore, in our teaching, group and independent work, all pupils are exposed to reasoning and problem solving challenges allowing them to show and explain their understanding at a deeper level. We also understand the importance and impact of arithmetic and mathematical language and this is implemented into every maths lesson.

Our aim is for children to become confident and independent learners in maths, developing a range of strategies and written method, which they can apply to solve a range of problem solving activities and reasoning challenges.


Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers follow the White Rose Termly Overviews to ensure planning builds on sequentially. Teachers are not depended on this scheme and use a wide range of other platforms (e.g. NCETM, Nrich etc..) to support their planning. Staff refer to the Calculation Policy (see above) when teaching formal methods, understanding that sometimes children find their own efficient methods along the way. Lessons begin with a Fluent in 5 task which ensures pupils are recapping previously taught objectives.

Each week from Year 2, a Times Tables focus is planned to give children the opportunity to practise and improve their
rapid recall skills with facts 12×12. Children enjoy the daily challenge and strive to improve their time and core each week. All children also have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes in school.

At Cardinham, we employ a variety of teaching styles and opportunities for children to learn and develop their Mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. One of the key elements in lessons throughout the school should be on developing the children’s mental calculation strategies alongside developing the children’s written calculation strategies as laid out in the Written Calculation Policies for addition, subtraction, multiplication and division.

Our pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – with the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.


Through quality first teaching, guidance and effective feedback, children will:

  • Clearly explain their reasoning and justify their thought processes.
  • Quickly recall facts and procedures.
  • Have the flexibility and fluidity to move between different contexts and representations of mathematics.
  • Have the ability to recognise relationships and make connections in mathematics.
  • Be happy, confident, articulate and autonomous learners with a life-long passion for learning.
  • Leave our school at the end of KS2 prepared for the next step in their mathematical education.
Summative assessments takes place at the end of each term (NFER or past SATs papers) and children’s progress and attainment is discussed in pupil progress meetings.

Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Teachers use formative assessment to evaluate the learning during a lesson. They may ask questions to check understanding, or scrutinise independent work in order to identify common misconceptions or share thinking. Such assessment allows teachers the flexibility to intervene in a lesson to remind, redirect or reteach pupils as required.