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Intent, Implication and Impact



Maths Intent At Scotter School, our overall aim is to equip all of our pupils with the life skills they need to be able to flourish in the real world and promote a love of maths. We aim to ensure that, regardless of background and ability, every pupil has a rich and meaningful mathematics education. Both staff and pupils understand the importance of automaticity and fluency within maths and this is taught through real life contexts to enable pupils to apply their understanding, reason about maths, problem solve and make connections across the subject and the wider curriculum. We believe in a language rich environment and our pupils will leave us with the confidence to talk maths, do maths and apply maths to their everyday lives. What is ‘Mastery’? At Scotter School, the term ‘mastery’ refers to the ability of the children simply to have understood a mathematical idea or concept and in practical terms, have the ability to apply mathematical knowledge in different ways (fluency, problem solving and reasoning). This would mean that the children have confidently ‘mastered’ the concept. At Scotter School we hope to inspire children through their maths lessons to become: scientists, engineers and have the skills ready for the future for employment and dealing with their own finances

Mathematicians at Scotter School will:


• Become fluent in the fundamentals of mathematics, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

• Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions – including unfamiliar contexts and real-life scenarios.

• Talk like a mathematician, using appropriate vocabulary modelled throughout the lesson by staff and children.

• Have the confidence to make mistakes in a safe and supportive environment and therefore are happy to take risks.

• Discuss misconceptions with their own peers and members of staff.

• Will be able to discuss their work, thoughts and findings with others through class discussions.

• Become masters of their learning



In school we ensure we follow ‘The National Curriculum programmes of study for Mathematics 2014’ and, The Development Matters 2021 statements linked mathematics in the Early Years Foundation Stage. As a school we use the NCETM Curriculum Prioritisation small steps progression framework. the White Rose Maths scheme of learning as a guide for small steps in learning. We ensure only high-quality resources are used to support learning and these are selected from: the NCETM resources - Ready to Progress Documents; NCETM ‘Teaching for mastery’ Resources as well as Classroom Secrets and White Rose Maths. etc. KS1 and EYFS have incorporated NCETM’s Mastery Number Programme into their daily routine either as a stand-alone lesson, a 15-minute lesson or a starter to their normal maths lesson. In EYFS the children’s learning environment then includes independent activities based on a theme where children can reinforce the learning objective independently and adults write observations of what the children are doing. There is also a formal adult-led activity also based on the theme. The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. At the start of each new topic, key vocabulary is introduced, taught and revisited regularly to develop language acquisition, embedding as the topic progresses Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. We use the modelling ‘I do – We do – You do’. Our approach incorporates using concrete objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. All lessons will be adapted based on the level of understanding of the child. This information will be gained by working with the children and the feedback they provide. Formative assessment is carried out frequently to check their understanding of the topic. Learning objectives can be picked within the programme to match the lesson, assess a lesson after it has been taught or for pre-assessment of a topic to determine which children have secure knowledge already and which need teaching or intervention. Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking. A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence.




Children at Scotter Primary School understand and value the importance of Mathematics, this is evident through pupil voice and monitoring which takes place by the curriculum leader.

We want children to be confident in making rich connections across mathematical ideas as a result of developing fluency, mathematical reasoning and competence in solving increasingly sophisticated, contextual problems during their time at Scotter Primary School. Our pupils will be able to apply their mathematical knowledge across the curriculum and to realise that mathematics has been developed over centuries.  As our pupils progress further in their education, we intend for them to be able to understand the world, have the ability to reason mathematically and to have a sense of enjoyment and curiosity about the subject.

Through first quality teaching, guidance and effective feedback, children will:

  • Clearly explain their reasoning and justify their thought processes
  • Quickly recall facts and procedures
  • Have the flexibility and fluidity to move between different contexts and representations of mathematics.
  • Have the ability to recognise relationships and make connections in mathematics.
  • Be happy, confident, articulate and autonomous learners with a life-long passion for learning.
  • Leave our school at the end of KS2 prepared for the next step in their mathematical education.


Formative Assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class.  Teachers use formative assessment to evaluate the learning during a lesson. They may ask questions to check understanding, or scrutinise independent work in order to identify common misconceptions or share thinking. Whiteboards, self-assessment, thumbs up, listening to discussions, exit passes will all provide instant feedback of the learning taking place within the classroom. KS2 will use Learning by Questions to provide formative assessment, pre-assessment of a topic, retrieval information and post learning assessment. Such assessment allows teachers the flexibility to intervene in a lesson to remind, redirect or reteach pupils as required.


Summative Assessment takes place at the end of each term (twinkl based assessments based on the topics in the term in KS1 and Lby Q assessments based on the topics in a term in KS2. KS1/2 SATs in May with practise in these before this month) and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. Assessment in EYFS is based on the Early Learning Goals. Assessments take place with children observation and key questioning after learning has taken place to see if the children can retrieve the learning they have been taught and apply it independent of lesson. It is essential that there is a gap between the learning and assessment to ensure retrieval is assessed.


Internal moderation will take place at least three times a year after assessment week formally. However, staff are encouraged to work with teachers who are teaching the same age, the year above and the year below throughout the whole year to provide consistency and support for each other.  Year 2 and Year 6 teachers are invited to cluster meetings and local authority moderating sessions as well as CPD about the moderation process.