Maths
Devonshire’s Maths Vision
At Devonshire Primary Academy School, we value Mathematics. We are MATHEMATICIANS! We want our children to understand that Maths is essential to everyday life: essential to science, technology and engineering, and a necessary life skill. We want our children to grow up with a deep understanding of maths mastery, applying it to their chosen career paths as teachers, scientists, builders, engineers and even astronauts! We value our vision- Be the best you can be; using this to guide and influence our learning to becoming the best global citizens. We want our children to leave Devonshire feeling not only confident but with memories of Maths that spark joy and encourage a life-long positive relationship with the subject where mistakes are celebrated.
Intent
At Devonshire Primary Academy, the intent of our mathematics curriculum is to ensure that every pupil develops the knowledge, skills and confidence to become a fluent, resilient and successful mathematician.
Mathematics is a fundamental life skill and a key driver of success across the curriculum and beyond. Our curriculum is ambitious, purposeful and inclusive, rooted in the belief that all children can achieve and succeed in mathematics. Through a mastery approach, pupils develop deep conceptual understanding, procedural fluency and the ability to reason and solve problems effectively.
We place significant emphasis on the development of secure number sense and mathematical understanding through carefully sequenced learning. Key threshold concepts, including place value, additive and multiplicative relationships, fractions, proportionality and algebraic thinking, are revisited and strengthened over time, enabling pupils to build secure, transferable knowledge.
Our curriculum is organised around key threads that run throughout school:
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Fluency and number sense
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Reasoning and mathematical communication
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Problem solving and application
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Mathematical vocabulary
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Conceptual understanding through representation and structure
These elements are continually revisited and developed, ensuring pupils build increasingly sophisticated mathematical knowledge and skills.
We intend for pupils to:
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Develop fluency in number and calculation
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Reason mathematically using precise vocabulary
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Solve problems in a range of contexts
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Make connections between mathematical concepts
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Demonstrate resilience, confidence and independence
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Appreciate the relevance and value of mathematics in everyday life
Our curriculum is inclusive and ambitious for all learners, ensuring every child is supported to achieve their full potential.
Implementation
Curriculum Structure and Pedagogy
In EYFS, mathematical development is prioritised through a balance of purposeful play, exploration and carefully planned adult-led learning. Children develop secure foundations in number, pattern, shape, space and measure through practical experiences and rich mathematical talk.
From Year 1 to Year 6, mathematics is taught through a carefully sequenced curriculum which builds progressively on prior learning. Lessons are designed to develop deep understanding through small steps, allowing pupils to make connections and gain confidence before moving on to more complex ideas.
Teaching is underpinned by the Concrete-Pictorial-Abstract (CPA) approach, enabling pupils to develop conceptual understanding before applying abstract methods. A consistent mastery approach ensures that all pupils access the same ambitious curriculum while receiving the support or challenge they need to succeed.
Daily lessons prioritise:
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Explicit modelling and guided practice
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Fluency development
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Reasoning and discussion
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Problem solving
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Retrieval and review of prior learning
Mathematical vocabulary is explicitly taught, modelled and revisited throughout the curriculum to ensure pupils can explain, justify and communicate their thinking with confidence.
Adaptation and Inclusion
Our mathematics curriculum is inclusive by design, ensuring all pupils can access, engage with and succeed in mathematics.
For pupils with SEND:
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Learning is broken down into manageable steps with clear modelling
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Concrete resources and visual representations support understanding
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Mathematical vocabulary is explicitly taught and revisited
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Additional scaffolds and guided practice are provided where appropriate
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Pre-teaching and overlearning opportunities support retention and confidence
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Flexible grouping ensures pupils receive targeted support when required
For pupils working at greater depth:
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Opportunities are provided to reason, explain and justify mathematical thinking
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Pupils are challenged through sophisticated problem-solving activities
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Tasks encourage the application of knowledge in unfamiliar contexts
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Greater independence is expected when selecting methods and strategies
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Opportunities to make connections across different areas of mathematics deepen understanding
All pupils access the same ambitious curriculum, with appropriate support and challenge to ensure progress and success for every learner.
Cultural Capital and Enrichment
A high-quality mathematics curriculum provides pupils with the knowledge and skills needed to understand and navigate the world around them.
Pupils regularly explore mathematics in meaningful and real-life contexts, helping them to recognise its importance beyond the classroom. Opportunities are provided to apply mathematics across the curriculum and develop an understanding of how mathematical thinking supports a wide range of professions and everyday situations.
Opportunities for enrichment include:
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Real-life mathematical investigations and problem solving
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Cross-curricular application of mathematical skills
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Exposure to the role of mathematics in different careers
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Collaborative challenges and mathematical discussions
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Opportunities to apply mathematics to meaningful contexts
These experiences help pupils understand mathematics as a relevant, powerful and essential part of everyday life.
Impact
The impact of our mathematics curriculum is that pupils:
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Develop secure fluency in number and calculation
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Demonstrate strong conceptual understanding
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Reason mathematically using precise vocabulary
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Solve increasingly complex problems with confidence
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Make connections across different areas of mathematics
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Show resilience, independence and positive attitudes towards learning
In EYFS, pupils develop strong mathematical foundations and number sense that prepare them successfully for Key Stage 1.
Across Key Stages 1 and 2, pupils build on these foundations, becoming increasingly confident mathematicians who can apply their knowledge flexibly and effectively across a range of contexts.
Impact is evidenced through:
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Pupils' work over time
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Formative and summative assessment
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Pupil voice and engagement
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Monitoring activities and curriculum reviews
Pupils leave Devonshire Primary Academy as confident, capable mathematicians, equipped with the knowledge, understanding and problem-solving skills required for a successful transition to KS3 and everyday life.
Times Tables
At Devonshire, the systematic teaching of times-tables ensures that children develop rapid recall, which they can use as a tool to effectively and efficiently solve more complex problems. This is carried out, daily, in the form of our Times Tables Booklets, games and using the NCETM resources where the children gain certificates for their progression from the Times Tables Rock Stars website. This includes: in house weekly competitions where the class who have improved will win a TTRS Trophy for the week, challenge schools within the Trust and nationally, across phases and classes. Our aim at Devonshire is that all children, by the end of Year 4, develop fluency and accuracy in all their times tables as per the National Curriculum. Knowledge, fluency and accuracy of the times tables will mean that our children are more confident and efficient at grasping new learning throughout their time at Devonshire such as algebra, area, long multiplication and ratio.
Order of Teaching
Explicit times table teaching, of approximately 5 minutes per day, will begin in Year 2 (Spring term, when the children have been exposed to multiplication and division) and will run throughout the rest of the children’s time at Devonshire. The ideal time to do this is at the beginning of every Maths Lesson and can be picked up during the day especially when walking up the stairs to the deck.
The times tables will be taught in the following order, to ensure that each new times tables will build upon prior knowledge.
1x tables
2x tables
5 x tables
10 x tables
3 x tables
4 x tables
8 x tables
6 x tables
9 x tables
7 x tables
11 x tables
12 x tables
What will the teaching look like?
Teachers should provide the children with a visual array of the times table they are working on and get the children to name the facts that the array represents. This will also include a weekly fact from TTRS.
Furthermore, all children from EYFS to 6 have access to Times Tables Rock Stars, which is a web-based ability-appropriate times tables and number bonds programme, which children access at home and school. EYFS –Year 6 also have access to Numbots through TTRS where the children can practise and refine their knowledge on their number bonds.
Interventions
Time limited interventions are planned by each class teacher – and delivered by the class teaching assistant – for those children who are working below their expected level of attainment and progress.
These occur at different times throughout the school; however, each child’s individual needs are met and catered for daily through adaptive questioning, maths mastery teaching, Roshenshine’s Principles, daily reviews, quizzes, end of topic assessments and termly assessments. Teachers can spot misconceptions straight away and build on securing knowledge before moving on and then through daily reviews children can build up their long-term memory.
What makes a good mathematician?
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A good mathematician has excellent communication skills;
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A good mathematician is resilient;
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A good mathematician is persistent;
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A good mathematician is a critical thinker;
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A good mathematician uses logic to solve a problem;
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A good mathematician is curious;
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A good mathematician is creative; and
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A good mathematician is organised.
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