Mathematics: An Adventure in Number
At Kirkstall Valley, we view Mathematics as an adventure—a subject where children can immerse themselves, get creative, make mistakes, and ultimately conquer challenges. Our goal is to nurture a deep love of mathematics, ensuring every child develops the fluency and understanding needed to thrive in the future.
Please find here the primary national curriculum for Mathematics:
Link to Maths National Curriculum
Our Curriculum: A Mastery Approach
We teach for mastery. This means we believe that all children can achieve in mathematics. We move through the curriculum at broadly the same pace, ensuring no child is left behind and those who grasp concepts quickly are challenged to go deeper, rather than just racing ahead.
Core Resources & Planning
-
White Rose Maths: Our long and medium-term planning follows the nationally recognised White Rose Maths progressions.
-
Power Maths: To support this, we use Power Maths—a DfE-recommended mastery programme that aligns perfectly with our planning.
-
NCETM Mastering Number: In Reception and Key Stage One, we use the Mastering Number approach to secure firm foundations in number sense and fluency.
- For children with SEND and/or big gaps in foundations of the number system we use the intervention programme Number Stacks. It uses a unique combination of stackable place-value counters and video tutorials to help children master the foundations of the number system. Over 60 key skills from the Primary National Curriculum have been separated into 5 different categories and aligned by year group. Each Key Skill has its own video tutorial designed to be watched by adult and child together. These videos break down the skills into simple, manageable steps and allow opportunities to practise each step before assessing the child's understanding with a final fluency activity.
How We Teach Maths
Our teaching sequences are carefully designed to develop three key strands: Fluency, Reasoning, and Problem Solving.
1. Small Steps & Prerequisite Skills We break learning down into "small steps." Before starting a new unit, teachers identify any gaps in prior knowledge (prerequisite skills). We adapt our planning to close these gaps immediately, ensuring children have the solid foundation required to access new learning.
2. Concrete - Pictorial - Abstract (CPA) To help children understand abstract concepts, we use a "CPA" approach:
-
Concrete: Using physical objects (counters, numicon, cubes) to reveal the structure of the maths.
-
Pictorial: Drawing diagrams and models (such as bar models) to visualise the problem.
-
Abstract: Moving to numbers and symbols once the understanding is secure.
3. Adaptive Teaching We do not limit children by placing them in fixed ability groups. Instead, we use "adaptive teaching." Teachers continually assess understanding during the lesson and provide scaffolding (support) or depth (challenge) exactly where it is needed.
Throughout Key Stages One and Two, each day begins with a taught maths lesson..
Assessment
Assessment at Kirkstall Valley is continuous and purposeful:
-
Diagnostic: We check prior knowledge before a unit begins to identify any necessary "keep up" work.
-
Formative: During lessons, teachers and support staff discuss pupil progress daily, adapting activities and groupings in the moment.
-
Summative: We use Power Maths end-of-unit checks and PUMA standardised practice papers to track long-term progress.
-
Early Years: In Nursery and Reception, assessment is based on the EYFS framework, gathered through rich interaction, observation, and questioning.
For further information about our maths curriculum, please speak to Mrs Bampton.
