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Tyndale Primary School



In line with the National Curriculum Objectives for Mathematics, our intent is that all our children:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.

  • Reason mathematically by following a line of enquiry, conjecturing 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. (The National Curriculum in England Framework Document (Department for Education 2014)

We want to develop an enthusiasm for and fascination with mathematics where independent and reflective learners use mathematics to support them across the whole curriculum and in their wider life. Our mathematicians will develop skills to be fluent in the fundamentals of maths and are able to apply their mathematics to a range of problem-solving scenarios as well as being able to reason mathematically.

The structure of the mathematics curriculum across our school shows clear progression in line with age related expectations. By teaching curriculum content in blocks we are allowing children to explore skills and knowledge in depth to gain a deeper understanding of a particular mathematical strand. Content is delivered in small steps and key knowledge and skills are revisited regularly to embed learning through content blocks, knowledge checks, self-quizzing and hinge questions in line with our school’s pedagogy and understanding of Rosenshine's ‘10 Principles of Instruction’.

Mathematics is an interconnected subject in which children need to be able to move fluently between representations of mathematical ideas. Through a mastery approach to mathematics, a concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. The programmes of study are taught through organised distinct domains where children can make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving problems.

Misconceptions and mistakes are ‘celebrated’ so we can build on developing children’s character, including resilience, independence, collaboration and ambition and continue to foster a ‘Can do’ attitude.


The focus is on working with children's core competencies, building on what they know to develop their relational understanding, based on Richard Skemp’s work. Based on Jerome Bruner’s work, children learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols, such as the equals sign.

When taught to master maths, our children develop their mathematical fluency without resorting to rote learning and can solve non-routine maths problems without having to memorise procedures. This shows how our curriculum exceeds the breadth of the national curriculum and how we prepare our children to succeed in the future –developing problem-solving, reasoning, resilience and communication skills required for the future.Our children build on their prior knowledge enabling them to make links and connections with new content. This knowledge is stored in the long-term memory through regular retrieval practice of key knowledge, knowledge organisers in all year groups and ongoing quizzes.

Our curriculum focusses on the depth of understanding and knowledge and therefore our children can retain key information and develop the vocabulary required to succeed in life. In addition to our daily maths lessons, we deliver daily arithmetic sessions that include rigorous rote teaching of times tables and mathematical fluency.

At Tyndale, we know the importance of children being fluent in mathematics, being able to calculate using mental strategies and having a strong understanding of number facts. Arithmetic skills are necessary life tools that children must learn. Fractions, percentages, ratio, measures, and statistics. These are all areas where confident arithmetic skills are essential to help children use more efficient methods. Developing a conceptual understanding of arithmetic is hugely important. After all, for children to confidently carry out calculations, they need to understand why calculations work, not just the steps to a successful answer. When children have a conceptual understanding of their arithmetic skills, they are more likely to be able to work out questions mentally, saving all-important time.

Maths Whole School Curriculum Map