Mathematics
“Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.” — William Paul Thurston
At Abingdon, we want every child to develop a love, understanding and confidence in mathematics. We want children to leave us with the fluency, resilience and commitment to use mathematics confidently, reason mathematically and solve problems in unfamiliar situations.
Mathematics is not simply a subject to be mastered; it is a way of understanding the world. Through mathematics, children explore relationships, patterns, quantity, space and change, developing the curiosity and oracy needed to explain their thinking and make sense of everyday life.
Our ambition is for every child to belong in mathematics: to see themselves as a mathematician, to feel safe making mistakes, to persevere when something is difficult and to experience the satisfaction that comes from understanding.
A Mastery Approach
We follow a mastery approach to mathematics, primarily using the White Rose Maths curriculum and resources. These provide a carefully sequenced journey through mathematical knowledge and concepts, while teachers adapt lessons to reflect the needs of our children.
We do not believe in a one-size-fits-all approach. The ambition remains high; the route to achieving it may be different.
Lessons are designed to develop the three interconnected aims of mathematical learning:
Fluency – developing secure knowledge and efficient methods.
Reasoning – explaining, justifying and making connections.
Problem solving – applying mathematics to increasingly complex and unfamiliar situations.
Children encounter new ideas through a combination of concrete resources, visual representations and abstract mathematics. Resources such as place-value counters, number lines, tens frames, part-part-whole models, number squares and digit cards help children develop conceptual understanding before moving towards greater abstraction.
Mathematical Language and Oracy
We place particular emphasis on mathematical vocabulary and talk.
Stem sentences provide children with the language structures they need to explain their thinking accurately. Talk partners, mathematical games and structured discussion give children frequent opportunities to articulate ideas, listen to different approaches and refine their reasoning.
Children are encouraged to ask mathematical questions as well as answer them.
This matters because mathematical understanding is strengthened when children can explain why, not simply demonstrate how. Our classrooms therefore value curiosity, discussion, mistakes and multiple ways of thinking.
Inclusion: Everyone Can Be a Mathematician
Inclusion is integral to our mathematics curriculum. We identify and respond to barriers so that all children can access ambitious mathematical learning.
Teachers use questioning, modelling, representations, scaffolding and carefully chosen resources to support children without creating dependency. Where additional support is required, intervention is targeted at the specific knowledge or misconception preventing a child from moving forward.
Our aim is not to lower the mathematical ambition for children who find mathematics difficult. We adapt the teaching so that more children can reach the same ambitious destination.
This includes children with SEND, children who are new to English, children with gaps in prior learning and children who require additional opportunities to practise and consolidate.
Mathematics Beyond the Classroom
We deliberately connect mathematics to children’s lives and experiences. Children encounter mathematics through money, time, measure, shape, data, journeys, cooking, sport, the environment and everyday problem solving.
These experiences help children understand that mathematics is not confined to the classroom. It is a powerful tool for making decisions, solving problems and understanding the world around them.
Our Abingdon Armour for Life provides further opportunities to apply mathematics in meaningful contexts, developing practical independence alongside mathematical understanding.
Assessment and Progress
Assessment is woven throughout mathematics. Teachers continually identify what children understand, where misconceptions lie and what needs to be revisited or extended.
National statutory assessment points provide important checkpoints within this journey, including:
- the Reception Baseline Assessment and EYFS Profile;
- Year 2 national curriculum assessments, where used by the school;
- the Year 4 Multiplication Tables Check; and
- Year 6 KS2 Mathematics National Curriculum Tests.
These measures sit alongside teacher assessment, classroom evidence and targeted assessment to build a rounded understanding of each child’s mathematical development.
We use this information to identify children who need additional support, greater practice or further challenge. Assessment informs teaching; it does not define a child’s mathematical potential.
Mathematics and the Abingdon ARCH
Mathematics provides daily opportunities to live our ARCH values.
Aspirations – believing that everyone can learn mathematics and setting ambitious goals.
Resilience – persevering when problems are challenging and learning from mistakes.
Harmony – listening to and valuing different mathematical approaches.
Commitment – practising, remembering and applying knowledge over time.
Ultimately, we want children to leave Abingdon not simply knowing more mathematics, but knowing how to use it, explain it, question it and enjoy it.
We want them to be confident enough to have a go, resilient enough to keep going and curious enough to ask, “What if?”
Through mathematics, children develop the knowledge, language and confidence to belong, flourish, thrive and achieve.
Mathematics Progression Documents
Please find the link to the National Curriculum programme of study https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study#key-stage-1—years-1-and-2
