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At Cavendish, we adopt a maths mastery approach with the intent to give our pupils a deep, long term, secure and adaptable understanding of maths. The mastery approach aims for depth. We do not accelerate small groups of pupils, however, pupils are given opportunities to think more deeply through variation and mathematical connections. The core elements of this approach are: coherence, representation and structure, mathematical thinking, fluency and variation.

We intend our children to:

  • know and remember the essentials of maths ie mental and formal methods for the four number operations, number bonds and times tables.  
  • have access to a high quality progressive maths curriculum following the Maths No Problem scheme. (This scheme is fully aligned to the National Curriculum and DFE approved.) 
  • be exposed to both challenging and enjoyable experiences in maths.
  • be exposed to a variety of mathematical opportunities and manipulatives. 
  • feel confident and not afraid to take risks linking to our school values 
  • make connections across mathematical ideas to develop fluency, reasoning and competence in solving increasingly sophisticated problems.
  • apply their mathematical knowledge across the curriculum and recognise that maths skills are essential to everyday life, using real life contexts.

We will inspire young people to see the true beauty of Mathematics and they will engage in their own individual maths-learning journey. Mathematics will teach children to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems. 

Central to our approach are the 5 big ideas which underpin mastery in mathematics. 


At Cavendish we implement our curriculum from Year 1 to Year 6 through White Rose Maths. 


In Year 1 to Year 6, all children have a daily maths lesson/activity. These lessons are planned using our weekly planning format. The plan identifies how the lessons meet the needs of all pupils. Daily lessons start with an “Explore” task to engage the pupils in exploration and mathematical conversation. Then the task is discussed through a variation of methods. These are discussed using rich mathematical language. Then there is a teacher input linking to the lesson intention and guided practice followed by an independent task which could be in the children’s workbooks or exercise book. 


All teachers:

  1. Know where their children are through the use of teacher assessment, discussions, marking and through formative and summative assessment
  2. Understand where their children need to be through a secure understanding of year group expectations and/or pre key stage expectations.
  3. Know how they are going to get them there with a range of strategies to promote independence, mastery and high expectations of ALL.
  4. Effectively deploy adults for the needs of the class to ensure support and challenge is provided for all. 


In Early Years, children are given multiple opportunities to use mathematical language in a variety of activities. As stated in the EYFS framework, “Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically.” At Cavendish, children in Early Years have access to a broad and balanced curriculum with first hand experiences that gives them the wide range of knowledge and skills needed for good progress through school and life. 


Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer. Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. 

The use of Mathematics resources is integral to the concrete – pictorial – abstract approach and thus planned into our learning and teaching. We have a wide variety of good quality equipment and resources, both tangible and ICT based, to support our learning and teaching. These resources are used by our teachers and children in a number of ways. One particular way is through demonstrating. Demonstrating or modelling an idea, an operation or method of calculation, e.g.: a number line; place value cards; Dienes;  the interactive whiteboards; multilink cubes; clocks; dice; individual whiteboards and pens, amongst other concrete objects. 

We want pupils to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. Our curriculum embraces these National Curriculum aims, and helps pupils to become:

Visualisers – we use the CPA approach to help pupils understand mathematics and to make connections between different representations.

Describers – we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.

Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.

We monitor the impact of our maths teaching through learning walks, observations, pupil voice, pupil progress meetings, work scrutiny and informal discussions and drop ins.