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At Field Lane, we believe that mathematics is an essential part of everyday life. 
Our intention is for children:
To enjoy maths
To become fluent in the fundamentals of maths
To be able to reason mathematically
To be able to solve mathematical problems by using and applying their mathematics


We are using the Cornerstones maths long and medium term planning. Teachers are encouraged to use the White Rose Maths resources to plan fluency, reasoning and problem solving activities.

Maths in the EYFS in a crucial part of our maths curriculum. We relate the mathematical aspects of the children’s work to the Development Matters statements and the Early Learning Goals. There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum.

Bar Modelling is a strategy that has been introduced in different year groups. The CPA (concrete, pictorial, abstract) approach is currently being rolled out through school. It is crucial for children to experience mathematical activities through hands on activities. Children also have opportunities to use and apply maths during Smart Time which takes place in KS1 and KS2.

Maths lessons should include:

Clear learning intentions

High quality questioning

Starter, Recap, Teaching (new learning), Practice, Apply, Review/Assess

To enable pupils to become fluent in addition and subtraction, each child has access to NumBots at school and home. To become fluent at recalling multiplication and division facts, pupils have access to Times Table Rockstars.  


Impact in maths is measured in a variety of ways at Field Lane. In Early Years, staff use an online system (Early Essence) to assess each child’s progress against the maths Early Learning Goals.
Impact in KS1 and KS2 is measured by children completing Arithmetic and Number Progress Tests each half term. A summative assessment is completed each term. Progress of each child is measured using the data from these assessments and teaching is adapted accordingly. Impact is also measured through lesson observations, pupil interviews, maths book scrutiny and pupil progress meetings. In class, impact is measured through questioning and formative assessment strategies. Feedback and in particular, verbal feedback is essential to helping students make impact.

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