Maths

School maths coverage – click here to find out was is taught from EYFS through to Year 6.

Visit ‘maths is fun’ for excellent visual explanations of key maths vocabulary.

At Lanner Primary School, we believe that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. We begin this representation exposure in our EYFS setting. The programmes of study are organised into distinct domains (we use the White Rose Materials to ensure coverage, progression and consistency of approach/ models/ images etc.), but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They apply their mathematical knowledge and understanding to aid and improve their understanding in science, DT, RE, PE and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. At Lanner Primary School, our mathematics curriculum is underpinned by our whole-school Core 10 Pedagogies. White Rose Maths, Mastering Number, Number Sense and NCETM guidance provide the structure for our curriculum, while our Core 10 ensures every maths lesson reflects our shared approach to high quality teaching.

Our school values- Curiosity, Integrity, Resilience, Community, Respect and Ambition- alongside our curriculum drivers of Language & Oracy, Building Community & Culture and Aspiring to Achieve, are evident in every mathematics lesson.

Our school values—Curiosity, Integrity, Resilience, Community, Respect and Ambition—alongside our curriculum drivers of Language & Oracy, Building Community & Culture and Aspiring to Achieve, are evident in every mathematics lesson.

The Mathematical Aims

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Foster positive attitudes towards mathematics by using our and applying our school values: Curiosity, Integrity, Resilience, Community, Respect and Ambition

10 core pedagogies in mathematics

Small Steps Learning

Children develop secure mathematical understanding through carefully sequenced learning. At Lanner we use small steps:

Following White Rose’s coherent progression.
Adapting the sequence where appropriate to meet the needs of our pupils.
Prioritising depth before acceleration.
Building confidence one concept at a time.

“Small steps create confident mathematicians.”

Retrieval

Every maths lesson begins by strengthening long-term memory. Children regularly revisit these areas:

Number facts
Times tables
Previous learning
Key mathematical vocabulary

This will include Mastering Number, Fluent in 5, Number Sense, Flashback 4s, arithmetic or retrieval quizzes.

Adaptive Teaching

Every child is challenged. Teachers adapt in the following ways:

Scaffold without lowering expectations.
Use manipulatives purposefully.
Adapt questioning in the moment.
Provide challenge through reasoning rather than simply harder calculations.

Effective Use of Vocabulary

Mathematics is a language. Using Voice 21 strategies, children learn to use we mathematical language in the following ways:

explain their reasoning
justify answers
use precise mathematical vocabulary
speak in full sentences
confidently articulate mathematical thinking

Vocabulary is explicitly taught, modelled and revisited.

Questioning

Questions deepen thinking rather than simply check answers. Teachers use prompts such as:

What do you notice?
Convince me.
Can you prove it?

Is there another way?
What stays the same?
What changes?

Explicit Explanation & Modelling

Teachers model expert mathematical thinking. Children hear adults explain:

why methods work,
how representations are connected,
common misconceptions,
efficient strategies.

Worked examples and modelled practice make learning visible.

Formative Assessment

Assessment happens continuously, through a variety of methods:

whiteboards
open and closed questions
no hands up
observation
pupil discussion (pairs, trios, groups)
live marking and verbal feedback

Teaching is adapted when necessary.

Calm, Collaborative Learning

Using Voice 21 and our ABC approach (Agree, Build, Challenge), every child has a voice. Children use the these skills:

respectfully challenge ideas,
build upon others’ thinking,
explain mathematical reasoning
work collaboratively to solve problems.

Mistakes are celebrated because they help us learn.

Independent Practice

Children apply new learning independently through carefully designed tasks that encourage fluency, reasoning and problem solving. Practice is purposeful; not repetitive. Children are encouraged to choose efficient strategies and explain their thinking, using pre-taught vocabulary.