Progression of Skills for Mathematics


At Tutshill C. of E. Primary School we aim to provide a stimulating, challenging Mathematics Curriculum for our children, underpinned by the objectives set out in the National Curriculum of 2014. We follow our own fast-paced Curriculum Coverage Map with the intention of embedding and revisiting key skills where needed throughout the academic year.

We do this by:

  • Providing opportunities for FLUENCY, REASONING AND PROBLEM-SOLVING.
  • Adopting the ‘Do it, Twist it, Solve it, Prove it’ approach. Linking this to our ABCDE model of learning which allows the children to understand how they learn and how to improve (metacognition).
  • Employing the 4Cs approach to problem-solving which also develops skills in metacognition by allowing children to plan and monitor their own learning.
  • Providing a Mastery approach that is child-led without pre-conceived ideas of attainment and achievement to challenge all learners.
  • Delivering a curriculum that represents Mathematics through CONCRETE, PICTORIAL and ABSTRACT representations encouraging deeper understanding of mathematical concepts.
  • Emphasising the importance of ‘Number Talk’ – with a deliberate emphasis on key mathematical vocabulary to explain and reason.
  • Creating real-life contexts for our Mathematics learning which increases the children’s understanding of the importance of maths within society and the wider world.
  • Using our core Christian Values and key learning behaviours to overcome challenges and work effectively


We provide two Maths sessions daily which include a full Mathematics lesson and a Mini-Maths Meeting or Number Talk session.

Our Mini Maths Meetings focus on key skills and related vocabulary. This session may also be used to deepen understanding of concepts taught in Maths lessons and also address misconceptions.

Number talk sessions focus on the use of key vocabulary to explain ideas/ methods/ reasoning.

Maths sessions include a balance of Fluency (Do it), Reasoning (Twist it) Problem-solving (Solve it). Children use key learning behaviours in order to: take risks by challenging themselves; problem-solve with curiosity; work co-operatively with learning buddies to share methods, ideas and approaches; use resilience and resourcefulness to overcome mistakes and misconceptions and use reflection and evaluation to celebrate and improve on their learning. These learning behaviours are underpinned by our Christian values of Respect, Responsibility, Creativity, Courage and Perseverance.

We provide differentiated challenges that the children choose from based on confidence/ understanding within a lesson (again developing children’s individual metacognition). Greater depth challenges are provided to deepen understanding.

The use of concrete resources including Numicon, Base10 and place value counters and pictorial representations (paper-based and use of programs such as Maths Bot) are used to help learners understand the structure of the Maths they are learning.
The 4Cs approach to problem-solving helps to develop the link between pictorial and abstract and a deeper understanding of mathematical concept.

A wide-range of resources within Maths lessons support Fluency, Reasoning and Problem-solving including NRich; White Rose; I See Reasoning; Kangaroo Maths; Target Your Maths.


Pupil Voice- children are confident, engaged and enjoy their Mathematics learning

Children use key mathematical vocabulary with confidence to explain ideas, methods and reasoning

Lesson observations show a variety of resources, approaches and representations are used to promote understanding as well as a balance of Fluency, Reasoning and Problem-solving.

Pupil progress meetings/ data-looks take place to follow the progress of focus children and identify support where needed.

Progress tracker (INSIGHT) shows attainment and progress made by individuals and key groups.