Every Child Achieves

Every Child Achieves

Our intent for Maths is:


  • To provide a clear sequence, building on children’s prior knowledge and skills
  • To ensure that children achieve Mathematical Proficiency in a safe and happy environment
  • That children will try hard when learning becomes difficult, through a creative and child-led approach   


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



We implement this in school through a range of different strategies: 


  •  In EYFS, Maths is taught daily for a twenty-minute session, as well as encouraged continually whilst children are playing and learning. Adults, whether teaching a discrete maths session or playing with children, consistently model the use of mathematical vocabulary in a variety of contexts so that children become confident with using it themselves. Opportunities for maths are threaded through all areas of provision and areas of learning are enhanced by making real-life links to maths.  This encourages all children to remember and apply their mathematical knowledge across both number and shape, space and measure strands

  •  Our CPR model; a creative and innovative sequential approach to Maths

  • Child led challenge. This is used within the teaching of Maths, to ensure there is no constraints on every child’s learning and they achieve their absolute best, through the challenge presented to them.  This ensures that children always have the highest expectations of themselves, are confident and are challenged within Maths lessons.  
  • Early Bird Maths Early Bird Maths is used from KS1. 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 


  • Arithmetic Clinic. This 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 an environment based on nurture and relationships. 


The CPR Model focuses around the 5 strands of Mathematical Proficiency, and is a sequential model of teaching, which is taught across school.  The model consists of: 

  • Conceptual Understanding: A focus on the mathematical concept and vocabulary acquisition 
  • Procedural Fluency: Practicing the concept in a variety of representations. 
  • Reasoning and Problem Solving:  Applying the understanding of the concept and procedure, to confidently reason and solve problems.  

This model is used to ensure that children are given opportunities to develop their own proficiency and are exposed to each area on a constant basis. 



The impact of our Maths approach is: 


  • 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  

Impact is also measured through outcomes, nationally reported at Early Years, and will be reported in End of KS1 and End of KS2 data. 


Maths outcomes are internally recorded on a termly basis: 

Autumn 2, Spring 2, Summer 2 


Along with this, impact is measured through the school’s assessment systems, which include: 

  • Insight judgements 
  • Trust moderation 
  • Summative Assessments


Please see below for our Maths Progression Document: