Intent
We want all pupils at Coulsdon C of E Primary School to become competent and
independent mathematicians. Our maths teaching aims to develop children’s
fluency, reasoning and problem solving and the ‘mastery approach’ to teaching
maths is an underlying principle. This gives all children the opportunity to deepen
their mathematical understanding, make connections and reason maths.

Implementation
At Coulsdon C of E Primary School, we use White Rose Maths (WRM) to lead our
planning. It links to the aims and objectives of the National Curriculum, has number
at it’s heart and provides plenty of opportunities to build reasoning and problem
solving elements into the curriculum. To supplement our planning, we use Twinkl
(Dive into Mastery), NRich and NCETM resources. In addition to WRM, children
participate in regular mathematical investigations, to enable them to demonstrate
deeper understanding of their mathematical knowledge and skills.
We believe that all children should have the opportunity to build competency by
taking the Concrete, Pictorial and Abstract (CPA) approach. This is particularly true
when introduced to a new concept.

Concrete – children should have the opportunity to use concrete objects and
manipulatives to help them understand what they are doing.
Pictorial – alongside manipulatives, children should use pictorial representations.
These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s
understanding of abstract methods.

To support us we have a range of mathematical resources in classrooms including
beadstrings, Base10, counters and number lines.

Impact
Mini assessments take place at the end of each unit of learning and pupils’ progress
and attainment is tracked. Formative assessment takes place on a daily basis and
teachers adjust planning accordingly to meet the needs of their class. Children’s
attainment is discussed with senior leaders in pupil progress meetings and measures
are put in place to help those children not making the required progress.

Interventions include small group work, Numberbox, Plus 1 and Plus 2 coaching.
The teaching of mathematics is monitored by leaders through lesson observations
and book scrutinies.

Early Years
In Reception, we follow the NCETM Mastering Number programme. It’s aim is to
strengthen the understanding of number and fluency with number facts. Daily, short
adult-led focused inputs which can either be for the whole class or groups. This may
include number rhymes, songs, and games as well as suggested concrete
resources. The children also have regular opportunities to practise their counting and
subitising skills and revisit prior learning.
These inputs can be followed up with short adult-led activities. Opportunities to
practise new skills through play are encouraged in different areas of the provision
either independently or with adult support.