The language of mathematics is international. The basic skills of mathematics are vital for the life opportunities of our children with transferable skills acting as a basis to our knowledge and understanding of a whole host of other subjects. Our aim is for all children to think mathematically and be fluent in mathematical skills and concepts, which will enable them to explore, reason and solve problems in a variety of situations and contexts. 


What you teach - your programme(s) of study

At Pear Tree Primary School, our Mathematics Mastery curriculum has been developed to ensure every child can achieve excellence in mathematics. Children are given the tools they need to experience a sense of awe and wonder as they solve a problem for the first time and discover different solutions whilst make links between different areas of mathematics. It provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning.

  • Children are given the tools they need to experience a sense of awe and wonder as they solve a problem for the first time.
  • Children discover different solutions whilst making links between different areas of mathematics.
  • Pupils are provided with a deep understanding of the subject through a concrete, pictorial and abstract approach.
  • There is a focus on mathematical thinking and language so that children become fluent and can reason and problem solve.
  • There is a high expectation that every child is able to reach their mathematical potential and can ‘Master’ areas of the curriculum.

Mathematics Mastery places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of maths by utilising a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening. It allows for skills to be accessed such as written methods, using inverse operations and having a rapid recall of key mathematical facts.


How you teach it - your delivery of the above 

Maths is taught daily and include retrieval of previously taught content.

White Rose mastery model: Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained.

Concrete Pictorial Abstract (CPA): We implement our approach through high quality teaching, delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base 10 and counters (concrete equipment) and number lines. When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images. How a child has accessed the maths is recorded on the layered learning objectives.

Variation: Within our scheme of work, children are presented with carefully sequenced questions which scaffolds their learning so that they can see connections and make links. Concepts are also presented in a variety of ways and representations so that the concept is fully explored. Teachers also make use of the ready-to-progress materials to support and deepen the concept.

Maths Hub: Our school has been delivering a mastery model through the maths hubs for three years. We are now considered an ‘embedding mastery’ school through the Cheshire and Wirral Maths Hub. The focus for this year is on ensuring we have maths mastery in every classroom, with the focus on making sure children are learning fluently and accessing problem solving questions on a daily basis. 

Vocabulary: Teachers expect children to answer in complete sentences and use taught mathematical vocabulary and sentence structures. Examples of the sentence structures and vocabulary are displayed in all classrooms for children to refer to. The displays are updated as learning progresses.

Assessment and narrowing gaps: In September 2021, teachers then established baselines using the end of year New Puma 2020 Assessments for the end of previous year. Teachers then used this data to establish which areas would need extra focus, and which children would need further support. Teachers assess formatively throughout the lesson, but also at the end of each unit using the end-of-unit White Rose assessment for that year group. Our online tracking system, Educater, is updated half-termly. At the end of each term, children either complete the PUMA assessment or past SATs tests. Data is collected and discussed with the headteacher, and children are identified for further stretch or support. The maths lead analyses the termly data and identifies trends which need addressing, and suggests actions to be taken to improve attainment and progress. Teachers provide written feedback in feedback books, which identifies and addresses misconceptions, or highlights errors.

CPD: The maths lead is a member of a teacher research group as part of the school’s involvement in the maths hub. Information is then disseminated through staff meetings and INSETs. In 2021 eachers are also provided with access to online training in: Conceptual and procedural variation, the CPA approach and Bar Modelling.

Lesson structure:

We aim for all classes to follow the same structure of lesson:

  1. Exploration (Whole class investigational type question)
  2. Structured Learning (Specific lesson focus - concrete resources & whiteboards)
  3. Practice and apply (Fluency questions in maths books – pictorial and abstract)
  4. Extension / deepening understanding (Chance to prove and explain)

Classes differ in exploration depending on which stage of learning they are at. For example, Y1 &Y2 focus on Draw it / Show it, Y3 focus on Draw it/Show it/ Explain it, Y4 look at Draw it/Show it/ Explain it/ Prove it, Y5&Y6 focus on Show it/Explain it/ Prove it. 



So what - your evaluations of the above

  • Children will become more confident when exploring mathematically.
  • Mathematical exploration becomes a key focus in every maths lesson giving skills and resilience to all children.
  • A love of learning for maths is developed in classes across the school.
  • Children of all ability will be able to answer fluency, reasoning and problem solving questions


Times Table Rockstars

We recommend that your child uses the link below to practice their Times Table fluency:


Early Years and Key Stage One

For parents of children in Early Years and Key Stage One the webpage will be extremely useful to you and focuses on supporting your child in lots of practical and engaging ways.  It has plenty of information and videos about maths development from 0-6 with fun activities that you can build into everyday life and play.

Key Stage One and Key Stage Two

The BBC Bitesize website is a really valuable resource with plenty of videos and games to engage your child and to give them the opportunity to apply their skills.

Key Stage One games and videos

Key Stage Two games and videos




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