It is our aim that pupils will approach maths with confidence and a belief that they can be a mathematician with effort and resilience. They will know that making errors and finding things difficult are what they learn from and they will know how their learning impacts on their everyday life. They will work with mathematical fluency and will be able to reason and solve problems. We believe anyone can be a mathematician with a bit of effort and resilience. We reject the idea that some people ‘just can’t do maths'.

At Moor Row Primary School we use a mastery approach to teaching the National Curriculum. We have adopted a programme called Maths No Problem!

The Maths No Problem scheme of work starts in reception with the Foundations programme. This is taught through a mixture of adult led practical activities, child led provision, workbooks and some journaling so the children can begin to record their own ideas. It follows the EYFS statutory framework strand of mathematics encompassing both number and shape and space. Our nursery children are exposed to maths through a mixture of adult led and child led provision using both outdoor and indoor provision.

This learning then progresses into Key Stage one and two where Maths No problem follows the National Curriculum with a mastery approach through concrete, pictorial then abstract methods so children become confident mathematicians who have:

  • mathematical fluency (rapid and accurate recall and application of facts and concepts)
  • mathematical reasoning skills
  • the ability to apply maths to solve problems, to conjecture and to hypothesise

  • In key stage one and two pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time. We believe in ‘keep up, not catch up’ and use pre-teaching and post-teaching sessions to ensure that this happens. In a typical lesson, pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion. Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.