St FrancisChurch of England Primary School

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Maths at St Francis

At St Francis we build on mastery across our maths curriculum. The main focus so far has been on reasoning, developing talk and the use of concrete, pictorial and abstract models to support learning.

Other priorities for maths in the school are the improvement of number fluency, calculation and the recall of number facts and times tables.


Every maths lesson, regardless of the age of the children, has a short consolidation session (10 mins) where the children independently complete arithmetic questions, counting or times tables in order to consolidate their learning and keep the skills ticking over.

Times tables:

Children are individually tested on their times tables in order to set personalised targets. Teachers include the teaching of times tables in lessons in order to develop recall and/or strategies to work out unknown tables. This is being supported through Timestables Rock Stars and Mathletics.

Mastery and Reasoning:

Across the school, we incorporate the CPA approach to maths. Alongside this we encourage more discussion about maths and children are required to explain how they are solving problems to develop verbal reasoning and in turn understanding. This may be in the form of class discussions, group/paired work. Y1-6 are also now using the White Rose scheme to plan and teach a mastery curriculum using the fundamental principles of the CPA approach and reasoning about mathematics. However, the implementation of Numicon in EYFS and KS1 will support the mastery and White Rose approach.

As the mastery curriculum suggests that “the majority of pupils will move through the programmes of study at broadly the same pace,” (National Curriculum, 2014) differentiation in the school is now being planned differently. Rather than simply accelerating children on to new content if they have grasped a concept, they are now encouraged to explore that concept further through problem solving tasks. They may be taken from the NCETM mastery documents, Nrich problems or from the teachers themselves. This then allows the children to further their understanding and develop their ability to solve increasingly more sophisticated problems.