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Maths At Comberton

Our maths curriculum is based on The National curriculum, introduced in September 2014.


Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


At Comberton, we recognise that maths is both a key skill within school, and a life skill to be utilised through everyday experiences. A high-quality maths education provides a firm foundation for understanding how maths is used in everyday life and activities, developing pupils’ ability to reason mathematically.


We aim for our pupils to:


  • Develop a positive attitude towards maths and an awareness of the relevance of maths in the real world.
  • Develop an ability to solve problems and think logically in order to work systematically and accurately.
  • Develop an ability to work both independently and in cooperation with others.
  • Develop competence and confidence in maths knowledge, concepts and skills.
  • 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.
  • Solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
  • Develop an ability to use and apply mathematics across the curriculum.

Our teaching of mathematics is guided by the EYFS Statutory Framework and National Curriculum, September 2014.


The EYFS Statutory Framework sets standards for the learning, development and care of children from birth to five years old and supports an integrated approach to mathematical early learning. This is supported by the ‘Development Matters’ non statutory guidance. The National Curriculum sets out year-by-year programmes of study for key stages 1 and 2. This ensures continuity and progression in the teaching of mathematics. 


Our approach to the teaching of maths is designed to:


  • promote confidence and competence with numbers and the number system
  • promote a practical understanding of the ways in which information is gathered, presented and used
  • promote the exploration of features of shape and space and develop measuring skills in a range of contexts
  • develop understanding of the importance of mathematics in everyday use, especially in relation to essential life skills, such as telling the time and understanding money 


Our mathematics lessons involve elements of: 


  • Instruction – giving information and structuring it well
  • Demonstrating – showing, describing and modelling mathematics using appropriate resources and visual displays, including ICT
  • Explaining and illustrating – giving accurate and well-paced explanations
  • Questioning and discussing
  • Consolidating and applying
  • Reflecting and evaluating responses – identifying mistakes and using them as positive teaching points
  • Summarising – reviewing mathematics that has been taught enabling children to focus on next steps


Careful planning and preparation ensures that throughout the school children engage in:


  • individual, paired, group and whole class learning and teaching
  • purposeful practise where time is given to apply their learning and consolidate their skills
  • practical activities and games using a variety of resources
  • problem solving to challenge thinking
  • a range of methods of recording e.g. jottings, diagrams, pencil & paper, formal methods
  • working with computers/tablets as a mathematical tool 

This is a very practical method of teaching with pupils working with apparatus to ensure they have a good understanding of the value of numbers and how to use them.  This can be applied in whole class sessions and in small groups to support pupils' understanding of mathematical operations and patterns.

Visual Numeracy Toolkit
Some children in Key Stage 2 who struggle with mathematical concepts receive sessions which are tailored to their individual ways of learning. Often, this will mean more active and visual sessions in which the basic principles of maths are re-taught. With repetition the knowledge and understanding is remembered and applied more.

Targeted Boosters
Children of all ability levels are selected for interventions which are used to support gaps in learning, to address a misconception or to teach core skills (catch up). Children will either practise their class work further or address areas of difficulty in order to improve in them. The intervention groups remain small to allow each child more time and attention. Misconceptions and areas of difficulty are also addressed in 1:1 reviews each afternoon that are responsive to the morning's lessons. 


In all key stages, children that are achieving at a high level in mathematical strands are identified and encouraged to achieve their very best.  'Challenge' activities, use of 'Nrich' problem solving and activities based on 'real life' situations are planned to extend children's learning. Children aim to master the elements of the curriculum by applying their understanding to a variety of contexts.