Intent
At Haddenham Community Infant School, we are committed to ensuring that every child develops a deep and lasting understanding of mathematics. We follow the NCETM’s Teaching for Mastery approach because we believe that all children can achieve highly in maths when they are supported to develop secure foundations. Our aim is for pupils to become fluent and confident with number, able to reason clearly and solve problems both in the classroom and in real-life situations.
We place great emphasis on practical, hands-on experiences so that children can build a strong conceptual understanding of mathematical ideas. We want our pupils to see mathematics as a creative and connected subject that sparks curiosity, builds resilience, and helps them make sense of the world around them. By the time children leave our school, they will have the confidence and knowledge to take on new challenges in the next stage of their education.
Implementation
Mathematics is taught every day and is carefully structured to ensure small steps of progression. We use the NCETM’s Teaching for Mastery framework to plan and deliver lessons that are coherent, engaging, and inclusive for all learners. In EYFS we use NCETM’s Mastering Number framework alongside the teachings of Karen Wilding.
- Maths lessons are taught to the whole class together so that all children are exposed to the same key concepts. Ideas are introduced in small, manageable steps and revisited regularly to secure understanding.
- Mastering Number sessions in Reception, Year 1 and Year 2 build children’s fluency and flexibility with numbers, helping them to develop secure number sense.
- Hands-on learning is central to our approach. Children use manipulatives such as counters, cubes, Numicon and bead strings to explore concepts, moving from concrete to pictorial and finally to abstract understanding.
- Mathematical talk is embedded in every lesson. Teachers model precise vocabulary and encourage children to explain and reason, deepening their understanding and developing confidence in communication.
- Outdoor learning opportunities allow pupils to apply their skills in meaningful contexts, such as measuring in the playground, exploring patterns in nature or solving practical problems outside the classroom.
- Assessment for learning is continuous, enabling teachers to identify misconceptions quickly. We use a “keep up, not catch up” approach so that children secure key knowledge before moving on.
- Professional development for staff through the NCETM, Karen Wilding and Maths Hub ensures our teaching is consistent, high quality, and based on the latest research and best practice.
Impact
The impact of our approach is that children at Haddenham Community Infant School:
- Develop secure number sense and fluency with calculation.
- Demonstrate a deep understanding of mathematical concepts which they can represent and explain in different ways.
- Use precise mathematical vocabulary to explain their reasoning.
- Apply their skills confidently to solve problems in both classroom and real-world contexts.
- Show resilience, curiosity and enjoyment when engaging with mathematical challenges.
Evidence of Impact
We measure the impact of our maths curriculum in a range of ways:
- Pupil outcomes: Attainment in mathematics is consistently strong across the school, with the majority of children meeting or exceeding age-related expectations by the end of Year 2.
- Lesson observations: Pupils are engaged, confident and able to use manipulatives and representations effectively to support their understanding.
- Pupil voice: Children talk positively about maths, describing it as fun, challenging and rewarding. They can explain their thinking and demonstrate confidence in tackling new problems.
- Book Look: Children’s books show progression in fluency, reasoning and problem-solving. Work demonstrates depth of understanding rather than acceleration through content.
- Parental feedback: Parents comment positively on their children’s growing confidence in maths and their enjoyment of practising skills at home.
- Staff feedback: Teachers and support staff report that CPD and NCETM guidance have enhanced their subject knowledge and confidence in delivering the mastery approach.
Together, these outcomes demonstrate that our pupils are developing into articulate, resilient, and enthusiastic mathematicians, fully prepared for the next stage of their education.
