A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through fluency, reasoning and problem solving activities.


Maths is a journey achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.  Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking.


Concrete, Pictorial and Abstract

Concrete-Children have the opportunity to use concrete objects and manipulate them to help them understand and explain what they are doing

Pictorial- Children then build on this concrete approach by using pictorial representatives, which can then be used to reason and solve problems

Abstract-Children can then move to an abstract approach using numbers and key concepts in confidence.

Children’s conceptual understanding and fluency is strengthened if they experience concrete, visual and abstract representations of a concept during a lesson. Moving between the concrete and the abstract helps children to connect abstract symbols with familiar contexts, thus providing the opportunity to make sense of, and develop fluency in the use of, abstract symbols.

We follow the Power Maths scheme to achieve this and are part of the Maths Hub SHAW. Staff use Power Maths in conjunction with NCETM.


  • Quick recall of facts and procedures.
  • The ability to recognise relationships and make connections in Maths.
  • The flexibility and fluidity to move between different contexts and representations of mathematics.
  • Summative assessment takes place at the end of each term and children’s progress and attainments is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis. Teaching of Maths is monitored through lesson observations, book scrutinies and pupil interviews.

    A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas and can independently apply the concept to new problems in unfamiliar situations.

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