“Pure Mathematics is, in its own way, the poetry of logical ideas.” Albert Einstein


Mathematics is an inter-connected discipline which is essential to everyday life. Using a mastery approach, we focus on mathematical fluency, reasoning and problem solving. Following the aims of the National Curriculum for Mathematics 2014, our curriculum caters for the needs of all individuals and provides them with the necessary skills and knowledge required to be successful in their future.


Togetherness – Pupils at Nunney First School are taught the importance of mathematical discussion. Through high quality small group and whole class discussion, all pupils have the opportunity to develop their mathematical vocabulary, whilst sharing their mathematical reasoning, justification or proof. Working together closely allows teachers to quickly identify and remedy misconceptions.

Happiness – Within dedicated mathematics lessons and across all areas of the curriculum, mathematical curiosity and exploration is encouraged at every stage of our pupils’ learning journey. As pupils grow in knowledge, fluency and confidence, they develop a real sense of enjoyment and an appreciation for the beauty and power of mathematics.

Respect – Pupils understand that every classroom is a safe environment for mathematical discussion – both teachers and pupils are able to ask a range of questions and share ideas. We believe that making mistakes is fundamental to learning and development and we respect those brave enough to risk making them.

Independence – Teachers provide pupils with the skills and knowledge required to access their mathematical learning as independently as possible. Pupils choose the resources needed to support themselves and others with their learning. Through independent activities, pupils become fluent in the fundamentals of mathematics, recalling and applying this knowledge in different contexts.

Variety – All classes use a wide range of mathematical resources and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills.  We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Opportunities to utilise their mathematical skills are woven into other curriculum areas, like science, computing and topic.

Excellence – Excellent mastery planning, teaching and resources ensure that all children strive for high standards in mathematics and that the vast majority of children meet the age related expectations as defined in the 2014 National Curriculum. Teachers are fully committed to providing high quality interventions and additional challenge where required, to ensure that all pupils achieve their absolute best in mathematics throughout their education.


A ‘mastery’ approach has been adapted and implemented at Nunney First School for the planning and delivery of mathematics. We use the White Rose Maths Scheme to plan mathematical units that are progressive. We also, where appropriate, draw on reliable sources such as Number Sense, NCETM and the DFE Ready to Progress documents to ensure a thorough approach to the teaching of mathematics.

When planning, teachers are expected to take the following mastery strategies into consideration:

  • Use of small steps as documented in the White Rose Scheme.
  • Facilitation and encouragement of mathematical talk (discussion is essential), using stem sentences, where appropriate, to allow all pupils to access and contribute to the discussions.
  • Implementation of the Concrete, Pictorial and Abstract (CPA) approach to introducing, exploring and applying mathematical concepts.
  • Planning and thoughtful consideration of key questions and mathematical vocabulary at the entry points of a lesson/ units.
  • Providing multiple opportunities for verbal and written/drawn reasoning within unit exploration.
  • Inclusion of relevant problem-solving opportunities, where children are expected to draw on and apply multiple concepts to address or approach a challenge.
  • Displaying, modelling and sharing of efficient and accurate methods.
  • Opportunities to explore mathematical concepts/objectives at ‘greater depth’.
  • Inclusion of all learners, providing relevant support for those with additional needs (educational, medical or otherwise).
  • Ensure working walls are current, used and show relevant/appropriate information for each mathematical unit.

We do not complete daily formal marking with lots of written feedback but instead use daily ‘live marking’ which is essential to provide feedback at the point of impact. Teachers use a whole class marking sheet to highlight significant misconceptions and those pupils requiring further support or challenge. Teachers use these as a reminder to revisit any misconceptions and to spend extra time with those pupils who need it.

Units of work will be assessed upon the completion of each one. Teachers use summative assessments published by White Rose Maths to highlight any misconceptions or knowledge gaps and to inform their next steps. We complete termly NFER assessments for Years 2-4 (Year 1 from Spring term only) and teachers use these to track progress and identify areas of need for their cohort.


At Nunney First Schoool, we aim to ensure that pupils:

  • Become fluent in the fundamentals of mathematics, 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 through enquiry, identification of relationships and are able to develop an argument, justification or provide proof using mathematical language.
  • Can solve problems by applying their mathematical knowledge to a variety of problems with increasing sophistication. This includes breaking down problems into a series of simpler steps and persevering in seeking solutions.
  • Adopt positive attitudes towards mathematics by developing pupils’ confidence, independence, persistence and co-operation skills.


The exploration of mathematics should be interactive and engaging, with content made relevant to real world experiences and contextualised to support consolidation and retention of knowledge and skill. Pupils should approach mathematical study with confidence, enthusiasm,, resilience and a willingness to collaborate. Approach and response to reasoning activities should improve term on term, with the expectation that by the end of the year, pupils are happy to accurately define and use mathematical vocabulary introduced by their teacher. Teaching and support staff should also see mastery mathematics as an opportunity to highlight and further improve concepts that have a clear impact on progress and learning, while also analysing and evaluating practice to ensure it is enhanced and strengthened.