Kingstone And Thruxton Primary School


Kingstone, Hereford, Herefordshire HR2 9HJ



Mathematics is a wonderful subject which has its own unique place in the curriculum at Kingstone and Thruxton Primary School. It provides learners with ways to describe, analyse and change the world. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover a more elegant solution and make links between different areas of mathematics. 

At Kingstone and Thruxton, we are focused on developing a mastery approach towards Maths to enable our children to become 'new problem solvers of tomorrow'. This is why in our lessons we focus on the NCTEM approach and repeat the cycle of using concrete material, moving to pictorial representation and the finally observing the abstract. 

What does this look like in Kingstone and Thruxton:

Underpinning principles

  • Mathematics teaching for mastery assumes everyone can learn and enjoy mathematics.

  • Mathematical learning behaviours are developed such that pupils focus and engage fully as learners who reason and seek to make connections.

  • Teachers continually develop their specialist knowledge for teaching mathematics, working collaboratively to refine and improve their teaching.

  • Curriculum design ensures a coherent and detailed sequence of essential content to support sustained progression over time.

Lesson design

  • Lesson design links to prior learning to ensure all can access the new learning and identifies carefully sequenced steps in progression to build secure understanding.

  • Examples, representations and models are carefully selected to expose the structure of mathematical concepts and emphasise connections, enabling pupils to develop a deep knowledge of mathematics.

  • Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.

  • It is recognised that practice is a vital part of learning, but the practice must be designed to both reinforce pupils’ procedural fluency and develop their conceptual understanding.

In the classroom

  • Pupils are taught through whole-class interactive teaching, enabling all to master the concepts necessary for the next part of the curriculum sequence.

  • In a typical lesson, the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion, enabling pupils to think, reason and apply their knowledge to solve problems.

  • Use of precise mathematical language enables all pupils to communicate their reasoning and thinking effectively.

  • If a pupil fails to grasp a concept or procedure, this is identified quickly, and gaps in understanding are addressed systematically to prevent them falling behind.

  • Significant time is spent developing deep understanding of the key ideas that are needed to underpin future learning.

  • Key number facts are learnt to automaticity, and other key mathematical facts are learned deeply and practised regularly, to avoid cognitive overload in working memory and enable pupils to focus on new learning.

Concepts taken from : The Essence of Teaching for Mastery was first published by the NCETM in 2022.

Click on the links below for some useful documents:

 Maths Planning Overview.docxDownload
Showing 1-1 of 1
 Maths Written Calculation Policy and Progression.pdfDownload
Showing 1-1 of 1

DfE Maths Guidance Documents for Each Year Group

Showing 1-1 of 1
Showing 1-6 of 6