Maths

The Intent, Implementation and Impact of Maths at Seascale Primary School

The Intent, Implementation and Impact of Maths
at Seascale Primary School

Intent

At Seascale School, we are passionate about teaching mathematics and aim to develop confident, curious, and resilient mathematicians. Our intent is for all children to build strong number sense, make connections across concepts, and use mathematical language to explain and question their thinking.

We aim to equip pupils with the skills to reason, problem-solve, and apply their learning in a range of contexts. Through a focus on fluency, exploration, and experimentation, we want every child to develop a deep understanding of mathematics and a lifelong love for the subject.
 

Implementation

At Seascale Primary School, our mathematics curriculum is delivered using a combination of high-quality schemes and approaches tailored to the developmental stages of our pupils. We place a strong emphasis on mathematical language, questioning, reasoning, and problem-solving.

In Nursery, we place a strong emphasis on practical, hands-on learning and outdoor experiences and support this with the White Rose Maths approach. This ensures children are developing early mathematical concepts in a meaningful and engaging way.

In Reception, the core maths provision is delivered through the NCETM Mastering Number programme, which develops strong number sense, fluency, and a deep understanding of early number concepts. This daily number-focused teaching is complemented by the White Rose Maths scheme, which is used to broaden and enrich the wider mathematical curriculum. This combination ensures comprehensive coverage of early mathematical areas, including shape, space, and measure, while continuing to promote learning through structured play, exploration, and active engagement.

In Key Stage 1, the NCETM Mastering Number programme is used for daily arithmetic sessions, ensuring children develop strong number sense and fluency. The main maths curriculum has transitioned to the NCETM Curriculum Prioritisation materials, providing carefully sequenced learning steps and deep conceptual understanding. A key focus at this stage is the development of ‘Maths Talk’, with teachers explicitly modelling mathematical vocabulary and encouraging pupils to explain and reason using full sentences.

In Key Stage 2, we continue to use White Rose Maths in mixed-age classes to ensure full curriculum coverage. In Years 3, 4, and 5, Mastering Number at KS2 has been introduced to support daily arithmetic practice and build fluency in calculation strategies. In Year 6, daily fluency lessons focus on revising to secure and embed KS2 concepts.

Across all phases, the CPA (Concrete, Pictorial, Abstract) approach is embedded into teaching to support conceptual understanding. Concrete resources such as Numicon, Base 10, Cuisenaire rods, and others are used consistently to help children make connections in their learning. Key pictorial representations such as part-whole models and bar models are used throughout the school to support problem-solving and structure thinking. Teachers make effective use of Working Walls to model key strategies, vocabulary, and representations, supporting pupils to become independent and reflective learners.

To support fluency and recall of number facts, digital platforms are also used:

• Numbots is used from Reception through to Year 2 to build early number fluency.
• Times Tables Rockstars is introduced in Year 2 and used through to Year 6 to support rapid recall of multiplication facts, which is embedded within our wider teaching of number.
   

Impact

The impact of our Maths curriculum is measured in a variety of ways to ensure pupils are progressing and developing into confident, competent mathematicians.

We use termly NFER assessments alongside White Rose end-of-block assessments to monitor pupil attainment and progress. Regular times tables checks, retrieval questions in lessons, and daily arithmetic practice also support ongoing assessment. Formative assessment takes place regularly, with teachers providing feedback through verbal and written comments in line with the school’s marking policy, helping pupils to reflect on their learning, address misconceptions, and make progress.

To further evaluate impact, we gather pupil and staff voice through questionnaires and informal conversations, ensuring the curriculum is engaging, accessible, and effective. The Maths subject lead also monitors the quality of teaching and learning through book looks, moderation, and lesson observations across all phases.

Teachers ensure that mathematical knowledge, vocabulary, and understanding are regularly revisited and built upon so that children retain learning and meet or exceed age-related expectations. Children who need additional support are identified early and monitored closely, with targeted interventions in place to close gaps and boost confidence.