Every Child Achieves

Every Child Achieves

Our intent for Maths is:


  • Our approach to teaching Maths is grounded in the three elements of our school vision: relationships, an innovative approach to teaching and having the highest expectations
  • Our aim is to inspire and challenge our children, through a safe and happy learning environment, to achieve excellent standards including all aspects of the National Curriculum for Maths  
  • To equip our children with mathematical proficiency they need in order to work mathematically in a range of styles and genres  
  • To engage and excite our children in Maths through an innovative approach that uses a clear teaching sequence and builds on children’s prior knowledge and skills. This ensures that all children, regardless of background or circumstance, are able to access all mathematical strands and have the opportunities to make meaningful and relevant connections through their reasoning and problem solving. 
  • To inspire a love for maths so that children have a sense of pride when presenting their work  
  • To enable our children to articulate their learning confidently and to remember knowledge and vocabulary 
  • To provide a consistent whole school approach to teaching arithmetic 
  • To ensure that any gaps in learning, as a result of COVID, are closed and pupils meet age related expectations in mathematics  
  • To prepare and inspire our children for further learning in mathematics in secondary school and beyond

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The term ‘Mathematical Proficiency’ captures what it means for anyone to learn mathematics successfully. Mathematical proficiency consists of the above five components, or strands.

Our Implementation: 

  • In EYFS maths is taught through a number based approach. Opportunities for exploring with numbers as well as shape space and measure are provided in the areas of provision with adults regularly encouraging and modelling mathematical concepts  

In years 1-6, 

  •  There are 3 pillars of maths: 

    • The CPR Model (Conceptual Understanding, Procedural Fluency, Reasoning and Problem Solving)
    • Early Bird Maths  
    • Arithmetic Clinic    

The CPR Model focuses around the 5 strands of Mathematical Proficiency, and is a sequential model of teaching, which is taught across school.  The CPR model allows opportunities for children to achieve a greater depth of proficiency as well as offering repeated opportunities for struggling learners to address misconceptions, in line with the KUNCU approach. 

During a week a mathematical concept, taken from the National Curriculum is mastered.  

Arithmetic Clinic is a focused weekly session, which focuses on identifying a variety of strategies to answer arithmetic style questions.  Through this session, children are provided with the opportunity to develop their mathematical strategies, to make them more efficient, along with challenging each other’s concepts in a nurturing and caring environment. 

Early Bird Maths is used across KS1 and 2. This focuses purely on calculations and arithmetic strategies.  Children are exposed to this daily.  Misconceptions are addressed during these sessions, to ensure the children are becoming fluent and confident with a range of calculations. 


The Maths curriculum is ambitious for children with SEND and those who are disadvantaged. Teachers identify gaps in prior knowledge and fill these using KUNCU strategies, ensuring there are opportunities to revisit previously taught knowledge and skills or use resources to support their understanding.    

Our Impact: 

  • Children can talk confidently about Maths and the concepts surrounding the CPR model
  • Children have a genuine love for Maths and challenge one another in a safe environment
  • Children have excellent arithmetic strategies and determine the most efficient strategies to suit them 
  • Children reason and problem solve with confidence  
  • Children are passionate about maths
  • Pupils can access age related mathematical objectives (supported for some by KUNCU strategies) and all children have opportunity to demonstrate to a greater depth of understanding.
  • End of key stage data is in line with or above national 

Please see below for our Maths Progression Document:

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