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At Darrington, we believe Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We aim to provide a high-quality mathematics education which will provide a foundation for understanding the world, to develop an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Our pupils will leave our school as confident, resilient mathematicians, demonstrating conceptual and procedural fluency, with the ability to reason mathematically and efficiently solve problems.

Our Maths curriculum aims to ensure that all children:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.



Each class teacher is responsible for the teaching of mathematics in their classroom, in consultation with and with guidance from the mathematics subject leader. Throughout Years 1-6, there is a daily mathematics lesson of between 45 and 60 minutes. We follow the Effective Maths program of study, teaching across three terms in blocks to deepen understanding. Teachers draw on a range of resources to create the best possible learning environment for our pupils, moving the children through the stages of concrete to pictorial and lastly to abstract understanding. Consolidation weeks are also built into each term to revisit outcomes that have been identified as needing further development.

Our teaching is based upon the Rosenshine’s Principles of instructional teaching which is underpinned by three key sources; research in cognitive science, research on the classroom practices of master teachers and research on cognitive supports to help pupils know more and remember more.

Pupil work is not differentiated by task. Instead, children who require more support are provided with additional structures to enable them to access the learning (such as working with concrete resources for longer or being provided with focused pre-teaching or same day intervention), and children who grasp concepts quickly will be challenged to think about particular aspects more deeply and to work on more challenging problems within the same curriculum content.

Teaching is underpinned by methodical, coherent, curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.

There is a big focus on developing children’s mathematical vocabulary and language. Teachers use whole class chorusing, stem sentences and repetition of key words and sentences to ensure pupils develop fluency with using mathematical vocabulary and develop precise explanations.

Pupils have regular opportunity to review previous learning, and new learning builds on previously learnt concepts. This is incorporated within the lessons as well as the activities during the start of the lesson.

Key questions are used throughout lessons to support development of mathematical thinking such as, ‘How do you know?’, ‘Can you explain that in a different way?’, ‘What’s the same? What’s different?’ or ‘What do you notice?’. Teachers regularly use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.

Pupils have opportunity for guided practise throughout the teacher directed part of the lesson. Practise is well scaffolded to ensure success and readiness for independent tasks. In each lesson, pupils have the opportunity for independent practice.

Pupils in EYFS learn through a mixture of adult-led activities and child-initiated activities both inside and outside of the classroom. Areas of provision within the classroom support maths, ensuring children are able to access activities throughout the day to practise and develop skills being taught. In addition consistent, daily maths lessons take the form of direct teaching, which is followed up by enhanced activities placed in areas of provision in the classroom which may be accessed independently or supported by an adult.

In addition, to embed children's understanding of number and number fluency, pupils in the early years and Key Stage 1 also take part in a daily Mastering Number Session. These sessions are full-class and practical - where children become automatic in subitising and manipulating number.



In order to support the delivery of maths lessons to all children, the school has a range of resources available. Within the classroom maths resources are available to children at all times. These include basic resources such as number lines, 100 squares, rulers, counters, dienes, base 10 counters, numicon and Rekenreks. Other specific resources (e.g. balance scales, meter rulers) are available as required and stored in the cupboards in the school staffroom.

We recognise the importance of a stimulating learning environment. The school provides an environment that is rich in a wide variety of print, pictures, diagrams, charts, tables, models and images. Each classroom has a maths working wall with mathematical vocabulary, visual aids and interactive activities where appropriate. This is updated regularly in accordance with the area of maths being taught at the time.



When the pupils leave Darrington, all pupils are confident, resilient mathematicians, demonstrating conceptual and procedural fluency, with the ability to reason mathematically and efficiently solve problems.

Pupils are assessed at regular intervals, both formatively and summatively. Formative assessment shows that pupils are confident, fluent mathematicians. Pupils can solve mathematical problems and reason mathematically - expressing their understanding using the correct mathematical language.

Summative assessment, including end-of-Key-Stage assessments in mathematics, demonstrate that pupils' mathematical ability is much improved since the implementation of Effective Maths.


 SEND / Disadvantaged

High expectations for all pupils is a key principle which sits at the heart of our mastery approach to teaching mathematics. Pupils with additional needs are provided with additional structures to enable them to access the learning (such as working with concrete resources for longer or being provided with focused pre-teaching or same day intervention). Where individual needs, gaps in understanding or intervention needs for pupils are identified, these are addressed, where possible, in addition to the main curriculum sessions or in special cases an individual program is designed to meet the needs of the pupil using PIXL therapy sessions.