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The national curriculum for mathematics aims to ensure that all pupils: 

  • become fluent in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


At Basildon C.E. Primary School, we are on a journey embedding the Maths Mastery approach in our Maths teaching. We want all our children to develop into happy, confident mathematicians and there is substantial evidence indicating that this approach can aid children in making additional progress.


An important element of Maths Mastery is the idea that all pupils (including those with SEND, EAL or receiving PPG) can achieve and the whole class works together on one topic. While some children may require extra support to achieve this and some may be challenged to explore certain ideas further, the class is kept together on the same journey with no pupil left out.


To enable our pupils to achieve this alongside the aims of the national curriculum, we are developing the 5 key areas of Maths Mastery in our teaching:


  • Coherence

  • Representation and Structure

  • Variation

  • Fluency

  • Mathematical Thinking

What Maths at Basildon looks like in lessons:

  • Whole class teaching

  • 5 x Maths sessions a week, with at least 3 x sessions recorded in books

  • Variation (children seeing a variety of representations for a concept)

  • Concrete resources (e.g. numicon, dienes) being used by all children to explore concepts

  • Pictorial resources (e.g. bar model, images) being used by all children to explore concepts

  • Abstract resources (e.g. using digits) being used by all children to explore concepts

  • Mixed ability seating

  • Children using full sentences

  • Working walls

  • Various AfL strategies used to determine where extra support/challenge is appropriate

  • Children beginning on the same task

  • All children given the opportunity to explore concepts further

  • ‘Mistakes’ being celebrated


What Maths at Basildon looks like outside of lessons:

  • Discreet fluency practise sessions (whole class)

  • Teacher-led pre-teach sessions (1/week)

  • Teacher-led interventions (to provide extra support for that day’s Maths teaching if appropriate)

  • LSA-led interventions (10-minute, 1-2-1 afternoon sessions)

  • Maths clubs

  • Whole school Maths days

  • Regular staff training

  • Weekly practise on Times Tables Rock Stars

Formative Assessment


  • Verbal Feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.

  • Diagnostics – we use assessments at the beginning and end of each unit to inform teaching and assess progress.

Summative Assessment:

  • Year groups 1, 3, 4 and 5 use NFER tests every term to help inform teacher assessment.

  • Year groups 2 and 6 use SATs papers every term to help inform teacher assessment.

Subject leaders map tier two vocabulary across each milestone and tier three vocabulary for each unit. Dual coding is used to support the discreet teaching of maths vocabulary across the curriculum.

To learn more , please click on the button below.

To learn more, please click on the button below.

The school’s curriculum driver of diversity underpins the entire maths curriculum. Teachers actively seek opportunities to promote and celebrate diversity across the curriculum where ever appropriate.

To learn more, please click on the button below.

To learn more, please click on the button below.

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