Mathematics

At St Nicholas, we aim for every child to: -

think deeply about mathematical concepts in order to develop their knowledge and understanding.
question, be inquisitive and curious.
articulate reasons and explanations.
use intelligent practice.
make connections and be able to apply their knowledge effectively in differing situations.
enjoy their Mathematics learning.

Teaching and Learning

At St Nicholas, we deliver a high-quality Mastery Mathematics curriculum that builds deep understanding, develops mathematical reasoning, and fosters enjoyment and appreciation of the beauty and power of Mathematics. Teaching is carefully structured in small steps, using concrete and pictorial representations to secure understanding. We develop children’s mental strategies and their ability to apply knowledge to increasingly complex problems.

Children experience daily Mathematics lessons, carefully planned by teachers using the Maths — No Problem! scheme. This aligns with the National Curriculum for Mathematics and promotes collaboration, resilience, and exploration. Problem-solving, fluency, and relational understanding are at the heart of the scheme. Teaching follows the Concrete–Pictorial–Abstract (CPA) approach and allows children sufficient time to explore concepts in depth, practise, and consolidate learning before moving on. Learning is cumulative, with key knowledge introduced, revisited, and applied to help children make connections across topics and year groups. Subject-specific vocabulary is explicitly taught and reinforced, supporting high-quality reasoning, explanations, and justifications. Each concept builds on prior learning, ensuring children deepen their understanding and develop secure connections across mathematical domains.

In Reception, daily focused Mathematics sessions introduce new learning, with children completing independent or adult-led tasks linked to these concepts.

In Years 1–6, lessons are structured into four parts:

Explore Task

The teacher introduces a question to the entire class. All questions are real-life problems so they are relatable and interesting to the specific age range. The children work in groups exploring the task themselves, however they see fit, whether this is with concrete resources, modelling or different strategies. After teachers have presented the problem and set a time for exploration, their role is observation and assessment. They are giving their class independence to experiment.

Master

The teacher introduces and explains the new learning for the lesson. This part of the lesson is a teacher-led whole class discussion. The aim is to use targeted questions to draw out from the group, different methods to discuss, and any misconceptions to rectify. This can also provide some anticipated methods for solving the problem.

Guided Practice

Children practise new learning in groups, pairs or individually, guided by the teacher.

Independent Practice

Once children have mastered the concept, they use their reasoning and problem-solving skills to develop depth of learning.

Assessment

We assess children's learning against the key objectives for their Year Group. If a child is working below this level, we refer to the appropriate programme of study and aim to close any gaps, to enable them to achieve as well as their peers.

We use a tracking system called Sonar, to identify objectives met and those still to cover.

Teachers assess formatively using a range of methods including (quizzes, class discussions, skills gained through practical tasks). Daily, teachers assess progress and misconceptions throughout and after a lesson via their marking.

Summative assessment is used to support retrieval of key knowledge and concepts and to inform future teaching. In Reception, children are assessed through the statutory Baseline Assessment and Early Learning Goals. In Year 2, teacher assessment is used, alongside statutory assessments in Year 6.

In Year 3, where the school moves from two- to three-form entry following intake, baseline assessments are carried out to ensure children are ready to access the Key Stage 2 curriculum and to identify any gaps in prior learning. In Year 4, children complete the statutory online Multiplication Tables Check. Outcomes are analysed by senior leaders to identify trends and children who may require additional support.

Three times a year, children in Years 3–5 complete nationally standardised assessments through Testbase. These assessments support retrieval practice, help identify strengths and areas for development, and ensure that learning is securely embedded in long-term memory, enabling children to apply their mathematical understanding as they encounter increasingly complex concepts over time.

Where further support is required, a range of targeted interventions is implemented to address identified gaps and support rapid progress. These include structured programmes such as ‘Success @ Arithmetic’ and ‘First Class @ Number’, alongside one-to-one and small-group ‘catch-up’ interventions. Interventions are delivered by skilled teachers and trained teaching assistants.

In addition, a targeted ‘catch-up’ intervention is led by a specialist Mathematics teacher. This provision is carefully planned and assessed against the ‘Ready to Progress’ criteria, ensuring that teaching is precisely matched to children’s needs and that progress in Mathematics is closely monitored. The aim of all intervention provision is to secure key knowledge and understanding so that children are able to reintegrate successfully into whole-class Mathematics lessons when they are ready.

Reception

In Reception, teachers deliver mathematics through the NCETM’s Mastering Number Programme, providing pupils with secure foundations in number fluency and understanding. Learning in Shape, Space and Measure is complemented by Maths — No Problem!, supporting progression towards the Early Learning Goals.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Mastering Number Programme (NCETM)

In EYFS, KS1 and Years 3, 4 & 5, children also have additional sessions to help them develop secure foundations to progress good number sense and fluency through the Mastering Number Programme (NCETM).

During EYFS and KS1 the children will develop:

good number sense
a secure understanding of how to build firm mathematical foundations.
fluency in calculation and number sense for all children.
understanding and use of appropriate manipulatives.

In Year 3 the children will develop:

fluency in calculation and a confidence and flexibility with number.
show confidence in exploring additive relationships.
make good progress towards the Early Learning Goals and year group expectations.
be able to communicate their mathematical ideas clearly.

In Years 4 & 5 the children will develop:

automaticity in multiplication and division facts through regular practice.
an understanding of how pupils progress in their knowledge and understanding of multiplicative concepts.

Home Learning

All children have access to NumBots and Times Tables Rock Stars to support home learning and to take part in whole-school challenges. In line with our Home Learning Policy, children are expected to practise their Mathematics skills for 10 minutes each day, with NumBots and Times Tables Rock Stars used regularly to support fluency and recall. Children in Years 2–6 are also provided with a MyMaths login, with teachers setting a weekly task to reinforce and extend classroom learning.

Click here for Online Learning links

Support for Parents

Please see below copies of the PowerPoints used in the Maths Parental Engagement sessions.

St Nicholas Church of England Primary School