Intent:

At Sutton-on-Sea Community Primary School, we believe that every child has the potential to succeed and flourish in mathematics. Our core intent is to instil a deep understanding of mathematical concepts in all pupils, regardless of their starting points or individual needs. We adopt a mastery approach to ensure all learners—including those with Special Educational Needs and Disabilities (SEND)—can access and engage with high-quality mathematics learning in an inclusive environment.

We aim to:

• Nurture confident, resilient mathematicians who are equipped to apply their knowledge in a wide range of real-life contexts.
• Develop perseverance and reflective thinking, enabling pupils to approach challenges with curiosity and determination.
• Foster a lifelong love of mathematics.

Implementation:

Mathematics at Sutton-on-Sea Community Primary School is delivered through a structured, progressive, and inclusive approach from the Early Years Foundation Stage (EYFS) through to Key Stage 2 (KS2).

Curriculum Structure:

• We follow the White Rose Maths curriculum across all schools and key stages, ensuring consistency and continuity in teaching and learning.
• EYFS follow the Mastering Number programme to establish strong number sense early on, while using the White Rose framework to cover shape, space, and measures through continuous provision.
• Lessons are further enriched with resources from a variety of sources, supporting a varied and engaging delivery.

Tailored Planning:

• Planning is adapted continually based on Assessment for Learning (AfL) to meet the needs of each cohort and individual learner.
• Summative assessments three times per year using NFER materials provide valuable insights to inform future teaching and ensure pupils are on track.

School-Specific Adaptations:

Sutton-on-Sea Community Primary School continually reflects and evolves its structure for mathematics to adapt to the ever-changing unique needs of each class within each of its school. Children will access their learning in the following classes:

• EYFS/Y1 – EYFS planning guidance and Mastering Number
• Y1/2 – Y1/2 mixed age planning
• Y3/4 – Y3/4 mixed age planning
• Y4/5 – Y4/5 mixed age planning v2 (dual teacher inputs for some of the units)
• Y6 – Y6 planning

Teaching for Mastery:

Our teaching aligns with the three core aims of the National Curriculum:

• Fluency – Building solid foundations in number facts and methods.
• Reasoning – Encouraging pupils to explain, justify, and make sense of mathematical ideas.
• Problem Solving – Enabling children to apply their understanding to diverse problems in unfamiliar contexts.

Times Tables Rock Stars (TTRS)

To support the development of fluency and rapid recall of multiplication and division facts, Sutton-on-Sea Community Primary School uses Times Tables Rock Stars (TTRS) as part of our mathematics curriculum.

All pupils have access to TTRS both at school and at home. Teachers can monitor progress and tailor practice to meet individual needs, ensuring all children are appropriately supported and challenged.

Regular use of TTRS helps pupils develop the speed, accuracy and confidence needed to recall times tables facts automatically, supporting success across all areas of mathematics. It also helps prepare Year 4 pupils for the statutory Multiplication Tables Check (MTC) by strengthening their recall of multiplication facts up to 12 × 12.

We encourage children to engage in regular, short practice sessions and celebrate effort, progress and achievement through leaderboards, certificates and competitions. Through this approach, pupils develop greater confidence, resilience and enjoyment in mathematics while building the strong foundations needed for future learning.

Impact:

Our cohesive and inclusive approach to mathematics leads to clear, measurable improvements in both pupil achievement and attitudes across our school.

• Pupils demonstrate a deepening understanding of key mathematical concepts and can apply their knowledge confidently and independently.
• Learners across all year groups, including those in mixed-age classes, are well-supported and challenged appropriately, allowing them to make consistent progress.
• The use of formative and summative assessments ensures that learning is targeted, gaps are addressed promptly, and pupils remain on a positive learning journey.
• Children are developing a more positive mathematical mindset, approaching challenges with increasing resilience and enjoyment.

Our high-quality, inclusive teaching and tailored planning foster a growth mindset, preparing pupils for future learning and a lifelong connection with mathematics.