Ashbrow School

Working Together for Children and Families


Vision and Implementation

Intent Statement

Statement of Intent for Mathematics                                  


Our vision for Mathematics at Ashbrow School is to nurture a fascination and an excitement for a subject which impacts lives daily. We want our pupils to develop transferable mathematical skills, the ability to reason and solve problems with a well-developed, rich, mathematical vocabulary. We strive to enable children to experience a sense of pride and achievement as they work together to discuss their mathematical thinking, interpret the language of mathematics and solve calculations and problems. At Ashbrow School we aim to ensure that children leave us with a logical and creative number fluency and recall and apply mathematical reasoning with a developed confidence to solve real life mathematical problems; we hope they leave us inspired to calculate, curious to ask questions and explore number and ultimately enjoy their learning in Mathematics.


At Ashbrow School we believe that the language of mathematics is international. Mathematics transcends cultural boundaries; its importance is universally recognised and therefore we strive to broaden children’s knowledge and understanding of how mathematics is used in the wider world.  With this in mind at Ashbrow School we aim to develop mathematical confidence, resilience and determination. We want our pupils to succeed in becoming fluent mathematicians, be able to calculate talking and reasoning about the how and why of Maths in order to systematically solve problems.

  • Fluency: with varied and frequent practice we endeavour to ensure that our pupils are able to recall number facts rapidly and apply that knowledge accurately when solving problems.
  • Reasoning: we want our pupils to see mathematical relationships and patterns and be able to confidently discuss, explain, justify and prove using a broad mathematically vocabulary. 
  • Problem Solving: we encourage our pupils to interpret, persevere and inquire providing meaningful opportunities for them to apply their mathematical skills to breaking down and solving problems.

Curriculum Design

Based on the National Curriculum and up to date pedagogical approaches for ‘good practice’, Maths is designed as bespoke to our school. We use a ‘small steps’ approach to teach each mathematical domain. All pupils, when introduced to a key new concept, have the opportunity to build competency in this topic ‘bit by bit’ layering their skills systematically.

At Ashbrow School we base our teaching of Mathematics around the ‘Concrete-Pictoral-Asbract’ approach.

‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas’ (National Curriculum 2014).

Every Maths lesson gives our children the opportunity to explore mathematics using a range of concrete and pictorial resources with a view to moving them onto abstract methods with a sound understanding of the key concepts. Planning in this way alongside our ‘small steps’ approach ensures that our pupils systematically build their knowledge and competency when learning new mathematical concepts by progressing through each stage:

  • Concrete: children have the opportunity to use objects and manipulatives to support mathematical thinking and demonstrate their understanding.
  • Pictorial: alongside the concrete children are asked to interpret pictorial representations of the maths being taught. Moreover pupils are encouraged to draw their own visual representations to help them reason and solve problems.
  • Abstract: Learning Maths through access to concrete and pictorial methods in turn supports the children ability to solve problems and calculations using abstract methods.

Pupils are encouraged to physically represent their learning in maths using objects and pictures to demonstrate and visualise their understanding of mathematical concepts including number, symbols, shape and measure. Cementing knowledge in this way means that pupils truly understand the processes taking place when working in the abstract.

Progression and Continuity

Our pupils move through the Mathematics Programmes of Study at approximately the same pace. Teachers use daily ‘assessment for learning’ to gain knowledge of the children’s mathematical understanding and application as they move through the CPA approach for each domain. Differentiation however still takes place; children who learn new concepts quickly are offered ‘green challenges’ which extend and embed learning and for those who are not sufficiently fluent additional consolidation sessions are planned for and resourced carefully. 

At Ashbrow School we aim to promote and support the development of links in the children learning between mathematical domains.  Assertive Mentoring takes place once a week across school. Within these lessons our pupils practice answering mixed questions taken from the various domains of the mathematics programme of study. Alongside daily mental/oral sessions, assertive mentoring facilitates previously taught skills to be met and repeated frequently allowing continuity of skills for our pupils. Although mathematics is taught discreetly, we endeavour to make cross curricular topic links to other subjects in order to give our pupils further opportunities to apply learnt skills.


Implementation Statement

Ashbrow School Drivers: CARE

Communication: Sending, giving and exchanging information and ideas, which may be expressed both verbally and non-verbally

Ambition: An eager or strong desire to achieve

Respect: The willingness to show consideration or appreciation

Enterprise: A readiness to embark upon new ventures, with boldness and energy

Our Maths Vision: Childrens Version

At Ashbrow School we strive for success in Maths. In Maths lessons we show that we CARE:

Communication: We use mathematical vocabulary to talk about our learning with others.

Ambition: We practice fluency and use objects and pictures to help us achieve in Maths. 

Respect: We understand why we learn Maths and how it helps us solve ‘real life’ problems.

Enterprise: We think about new learning in Maths with enthusiasm and make connections.

Our Maths Vision: Early Years Version

At Ashbrow School we strive for success in Maths. In Maths lessons we show that we CARE:

Communication: We talk about numbers with our friends.

Ambition: We always try our best when we are counting.

Respect: We listen carefully when we are learning about numbers.

Enterprise: We choose lots of busy Maths jobs when we are.


All Teachers:

  • Understand where their children need to be through a secure understanding of year group expectations and know how they are going to get them there through the use of a range of strategies that promote independence as we continue on our journey towards a mastery curriculum.
  • Provide quality teaching in line with the teaching standards.
  • Teach lessons that are designed on the principal of CPA.
  • ‘Know where their children are’ through use of concise summative assessment, inclusive ongoing formative assessment, progressive and cohesive planning for progression during lessons that facilitates drawing on prior learning and opportunities to revisit

How is the subject showcased across the school and beyond the school?

  • Displays in corridors showcase childrens work and certain targeted areas of Maths.
  • Maths is taken outdoors where possible, particularly in the Early Years
  • Regular maths focus for celebration assembly.
  • Mathletics and Times Table Rockstars provide home school links.

In a Maths Lesson at Ashbrow School You Will See:

Opportunities to develop skills in fluency reasoning and problem solving.

  • Use of ‘Hands on’ concrete manipulatives and pictorial models and images to support learning in the abstract.
  • ‘Mastery Maths’ small step lesson delivery and strategies such as the part/part whole model.
  • Children using mathematical vocabulary and language to explain their reasoning.
  • Instant, directed feedback.
  • Ambition and challenge for all learners.
  • Motivated learners who are enjoying their lesson

Monitoring and Evaluation


The monitoring of maths teaching and pupil progress is the shared responsibility of teachers, subject leaders and the senior leadership team. The school’s governing body receive regular updates to inform them of the vision for continually driving forward teaching for mathematics and mastery. Monitoring undertaken includes:

  • Learning Walks monitor environment including ‘working walls’ and availability of resources.
  • Work showcasing and ‘Book Looks’
  • Planning Scrutiny


Where is the strongest practice? What makes it strong? What are the best things we would see across the school in your subject? Is your subject showcased outside of the school?

  • Reception practice: linking opportunities for learning in mathematics in the continuous provision with teacher led sessions.
  • Year 2: use of working wall and collecting evidence of progress in books using the whole school mastery format.
  • Use of manipulatives in the Early Years and Key Stage 1.

Priority Areas for Development

  • Support Year 1 in their journey towards ‘Mastery Maths.’
  • Continue working on the instant response: I do, you do, we do.
  • Pupils quick recall of facts and procedures.
  • Pupil flexibility and fluidity to move between different contexts and representations of Maths, recognising relationships and making connections.
  • Extend the children’s use of the language of Maths.
  • Accelerate progress for under achieving children.
  • Cohesive school wide long term plans.
  • Raise the profile of Maths outside of the school.

Links to School Improvement Priorities

QE/A: To review the assessment system to ensure consistency through school, accuracy of assessments and ease of use.

Success Criteria

  • The assessment system is relevant to the learners and is coherently sequenced towards learning.
  • The assessment system supports end of phase assessments.
  • The assessment system reflects the end of key stage standardised testing.
  • Assessment is rigorous and informs planning.
  • Assessments better used to help learners embed and use knowledge fluently or to check understanding and inform teaching

Key Levers and Actions

  1. In maths, teachers create an environment that allows the learner to focus on learning using ‘Mastery Positive Mind-set Approach’
  2. Maintain and develop consistent approaches, progression within each mathematical domain following the long term planning and ‘small steps approach’.
  3. Maths resources, materials and assessments support the intent of a coherently planned curriculum – see ‘small steps’ document in Long Term Planning folder on the server for introducing appropriate resources to support mathematical thinking and talk at the ‘right’.
  4. In maths, teachers to use new DfE Guidance stored in the Long Term Planning folder on the server to assist with assessment for each mathematical domain.  

QE/B: To provide effective support for staff teaching outside their main areas of expertise and to ensure that link teachers develop leadership and management skills which will impact positively on outcomes for learners.

Success Criteria:

Teachers have appropriate knowledge and skills to maximise impact on pupil learners, model good practice, provide support for development of support staff whilst consistently communicating high expectations.

Key Levers and Actions

  1. Teachers are supported to understand progression in core subjects from EYFS to year 6
  2. Using the ‘small steps’ approach for planning and teaching mathematics, teachers are able to quickly identify misconceptions accurately and provide clear, direct feedback and drive improvements.  

QE/E: To continue to increase attainment in maths through participation in the Maths Mastery programme.

Success Criteria:

The teaching of mathematics will be consistent; high quality and focussed resulting in outstanding practice that increases pupil achievement throughout the school.

Key Levers and Actions

  1. Analyse and review data, identifying strengths and areas for development across year groups/subjects and pupil groups, with particular focus on ‘lost’ learning due to COVID-19 pandemic.
  2. Disseminate, implement and monitor use of new long term planning for Mathematics.
  3. Provide staff training opportunities for developing the ‘Mastery Maths’ approach to teaching
  4. Enhance mathematical opportunities across a range of other subjects including continuous provision, topic links and outdoor learning.
  5. Improve intervention for individuals and target groups to accelerate progress for pupils who are underachieving.
  6. Plan for progress and attainment using the new Early Learning Goals for mathematics.
  7. Monitor children’s progress in problem solving closely through books looks and planning scrutiny ensuring opportunities to practice are provided daily.
  8. Support offered to pupils enables them to be systematic, generalise and seek out patterns – teachers to use ‘small steps’ planning guidance from Maths Hub to facilitate.
  9. Observe, monitor and embed progression and procedures in maths, through observations, scrutiny of pupils’ work, planning and assessment and impact on standards in relation to pupil outcomes.  

QE/F: To further develop the long and medium term planning of the maths curriculum to ensure that it is ambitious and designed to ensure continuity and progression.

Success Criteria:

The curriculum is relevant to the learners is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning.

Key Levers and Actions:

  1. Implement new long-term planning system disseminate ‘non negotiables’ regarding planning requirements to staff.
  2. Ongoing discussion about the ‘small steps programmes of study that classes are following and intended end points.
  3. Ongoing evaluation of long- and medium- term thinking and planning, including rationale for content choices and curriculum sequencing.
  4. Review impact of curriculum changes on learners’ pupils and stay focussed on improving standards and the quality of teaching and learning.


PD/C: To further support learners to develop their character – including their resilience, voice, confidence, leadership and independence – and help them know how to keep physically and mentally healthy.

Success Criteria:

Pupil voice becomes further embedded, resulting in all groups of pupils being represented, resulting in increased contribution and pupil well-being.

All pupils have raised mental health awareness and support the ethos of mental health and well –being as part of everyone’s responsibility.

Teachers create an environment that allows the learner to focus on learning using ‘Mastery Positive Mindset Approach’




Formative Assessment
We use ‘Assertive Mentoring’ materials to support rigorous and regular formative assessment of basic skills in numeracy. Pupils sit a weekly ‘Maths Challenge’, the results of which are analysed to identify key gaps in understanding which are providing a barrier to progress.  These gaps are then addressed in class. Responses to planned tasks, mathematical discussion with children alongside work in books all help triangulate our teacher judgments at the end of each term.

Summative Assessment
Using Assertive Mentoring half termly single level tests, pupils are assessed against their year group objectives every half term. O-track ‘deeper learning’ is updated termly. National Curriculum tests are used at the end of KS1 and 2; teachers use past and sample papers to inform their assessments as they prepare pupils for these assessments.  The school’s Assessment and Marking Policies inform high quality feedback and pupils’ response to it in Mathematics.


  • Weekly assertive mentoring and termly Pupil Progress meetings identify underperformance; planning is then target to raise attainment in these areas of Maths.
  • Termly formal assessment data submitted following assertive mentoring assessment.

Suggested Improvements:

  • Consider use of tracker to be updated at the end of every unit taught linked to the new long term planning in order to monitor the children’s progress within the domains of Maths, use of new DfE documents for assessment.
  • Revise provision for targeted intervention. 

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