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Mathematics is the language with which God has written the universe.”  Galileo Galilei.


In September 2016, Redby Academy started its journey towards a mastery approach to the teaching and learning of mathematics. It is our belief that all children can achieve.  The expectation is that most pupils will move through the programmes of study at broadly the same pace. Those pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content and those who are not sufficiently fluent with earlier material, should consolidate their understanding, including through additional practice, before moving on.


The 2014 National Curriculum for Maths aims to ensure that all children:


  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically 
  • Can solve problems by applying their Mathematics


At Redby Academy, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject.


Cultural Capital

At Redby Academy, we value the purpose in learning and the opportunity to develop a broad and rich awareness of the world around us. Here is an example of how our mathematics teaching contributes to the development of our learner’s Cultural Capital throughout their maths education.


The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Redby Academy reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented: 


  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. 
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. 
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. 
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention (immediate and planned), so that all children keep up. 


To ensure pupils have a deep understanding of all mathematical skills and achieve ‘mastery’ over time, a ‘block approach’ to the teaching of Mathematics has been adopted.  Teachers use White Rose Hub Schemes to plan and deliver their lessons, however, these are adapted to suit the needs of the pupils in their class. Problems from websites such as NRICH and NCETM are used to supplement these resources. New concepts are shared within the context of an initial related problem, which children are able to explore in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning.  In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate. 




Pupils in our school enjoy Mathematics

Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 slightly above the national average and a high proportion of children demonstrating greater depth. 


Children in Nursery have a short daily Maths teaching session, during which time they begin to develop their understanding of simple mathematical concepts such as counting to 20, maintaining 1 to 1 correspondence, simple addition and subtraction facts, to recognise and describe simple 2d and 3d shapes. Children are taught these concepts using physical resources, pictorial resources, songs, games and role-play. There is no focus activity linked to these sessions.

In Reception, children have a three part lesson from Autumn 1. This consists of:

  1. Whole class oral and mental starter - 5 minutes
  2. Whole class main teaching – approximately 10 minutes
  3. Focus activity in small groups. They are differentiated and pupils are grouped according to current attainment



This structure to the lesson enables teachers to secure a good balance between whole class work, group teaching and individual practice. It also enables teachers to establish regular routines thereby maximising teaching time. It supports assessment on a daily basis, as well as individual feedback to children, ensuring that children receive immediate intervention as required during the supported focus activity.


In both Nursery and Reception, the independent activities in the continuous provision areas link to the focus for the week. For example, if the focus for the week is addition, then activities on the Maths will often link to this. In addition to these planned independent activities, children also have the opportunity to self-select Maths resources to consolidate their learning during child initiated activities. We recognise the importance of play-based learning and therefore encourage children to develop their understanding during their play. Such opportunities are provided in both the inside and outside environment.


Regular observations and assessments help to ensure that children that need additional intervention to consolidate their mathematical understanding are identified and supported by appropriate interventions.



We aim to create a learning environment that is inclusive and accessible for all pupils. SEND pupils will be delivered a mathematics curriculum that is relevant to their needs and pitched appropriately.  They will receive appropriate support in the form of practical resources and adult intervention.


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White Rose Hub