Cecil Road Primary & Nursery


Subject Leader - Mrs C. Hampton

Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding. — William Paul Thurston


 At Cecil Road Primary and Nursery School, we create an exciting learning environment in which children can confidently learn and achieve. We value both independent and collaborative learning. Our maths curriculum is designed to spark creativity, centred around mathematical problems, enabling a curiosity for maths and igniting passion for the subject. The aims of the national curriculum for mathematics are to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems, so that the pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, predicting and testing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

One focus for our work will be the teaching of skills, methods and facts to enable pupils to solve problems. The children will be required to learn number facts with quick re-call, so that when learning new methods they can concentrate on the process. The number facts they need e.g. times tables should not hinder their development. The children will be given time to practise skills so they become fluent in calculation methods and other mathematical skills e.g. using a protractor. However, our focus will be on enabling children to use these skills to solve problems, as we feel there are limited reasons for children knowing how to do something if they do not understand when it is appropriate to use it. The expectation will be that children can explain their mathematical thinking; maths lessons should not always be quiet lessons, but interactive and fun, with children engaged in tasks, sharing ideas and solving problems.

We cover the curriculum at a pace that ensures that deep mathematical understanding of concepts is enabled. Our expectation is that the majority of children will move through the curriculum at the same pace. Decisions about when to progress will be based on the understanding the children have demonstrated and their readiness to progress to the next part of learning. Children that grasp ideas and concepts at a quicker pace will be challenged appropriately, through variation and problems. Those children that are not fluent with learning taught in a particular lesson, will consolidate their learning through additional practise and support in our maths interventions.



Every class from EYFS to Year 6 follows the DfE approved White Rose scheme of learning which is based on the National Curriculum. Lessons can be adapted and personalised for the needs of the pupils in each class. The pace of learning is dependent on the need of the children in each class. We also use a range of planning resources including those produced by the NCETM and NRICH to enrich and challenge our children’s maths diet.

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support use, we have range of mathematical resources available in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths questions without equipment or images.

Every KS2 class has access to TTRS (Times Tables Rock Stars) to routinely practise their times tables at home, and in school. This is an interactive programme in which children can practise their multiplication and division facts recall. Doodle Maths is used as a homework resource for children to practise and consolidate their maths learning. In term 6, year 2 will begin to use TTRS as a transition to KS2. This is a focus to prepare for the multiplication check in year 4, and to enable children to be fluent in their recall facts to aid their maths learning. Times Tables Rock Stars – Times Tables Rock Stars (ttrockstars.com) 

In the Early Years and KS1, all children have access to Numbots to consolidate their Mastering Number learning to be recall their number bonds fluently. NumBots | Motivational maths practice for schools and families.


Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we shall be able to maintain ambitious standards

By the time our children leave us they will be able to;

  • Demonstrate quick recall of facts and procedures. This includes the recollection of times tables and number facts.
  • Use the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
  • Have the skills to use methods independently and show resilience when tackling problems.
  • Ready for their next stage of learning and understand to importance of maths in life skills and future employment.