Our daily maths lessons are driven by the White Rose Maths curriculum. Teachers ensure every lesson has a clear outcome, building directly on prior knowledge while preparing pupils for future learning ensuring that every child has the opportunity to build a deep and lasting understanding of mathematical concepts.

In each area of maths, teachers model the abstract (numbers and symbols) alongside concrete (physical objects) and pictorial (diagrams and representations). 

To build confidence in stages, we utilise a graduated release of responsibility:

• I do (Explicit modeling): The teacher explicitly models the new concept. They use "think-alouds" to demonstrate the thought process and identify potential misconceptions.

• We do (Guided practice): Pupils work through examples alongside the teacher. This collaborative phase allows for immediate feedback and assessment.

• You do: Pupils will complete their own question. Teachers will use this as an assessment point before moving children who are secure on to independent practice. 

• Independent practice: Once secure, pupils apply their skills independently to achieve fluency and tackle reasoning and problem solving challenges.

• Teachers teach daily maths lessons.
 

• The mastery model forms the structure of all maths lessons.

• The content of the lessons are driven by the White Rose maths curriculum.

• Teachers must be clear on the outcome of the lesson, what previous learning they are building on and what this learning will lead to in future lessons. 

• Maths lessons provide the opportunity for children to use practical resources to represent a concept or practise a newly taught skill.
 

• Teachers make careful choices regarding the resources they use, including practical resources and lesson slides.

• Teachers model the abstract alongside representation (concrete or pictorial) of a concept. 

• Teachers model effectively in line with the school’s calculation policy.

• After modelling, teachers provide opportunities for pupils to try a similar question alongside the teacher before progressing onto independent practice. 

• Teachers use assessment for learning throughout lessons to establish whether pupils are ready to work independently or require further support and their learning is adapted accordingly. 

• Teachers identify common misconceptions prior to lessons and explore these through explicit teaching, deliberate mistakes and providing questions that typically result in these misconceptions occurring. 

• Teachers continually model the use of mathematical vocabulary and provide pupils with opportunities to explain their mathematics understanding through accurate use of this.

• Wider curriculum subjects have been carefully sequenced to ensure that any mathematical skills/knowledge that can be applied to these subjects has been covered in maths lessons first. 

• Children who become fluent are challenged further through reasoning and problem solving questions.

• Children demonstrate their reasoning skills through answering probing questions.
 

• Children have the opportunity to solve complex problems and apply their skills in unfamiliar contexts.
 

• Children have opportunities to develop their automatic recall of key number facts and core concepts through additional arithmetic time.

• Children have regular opportunities to rehearse and apply the important facts, concepts, methods and strategies that they have learned.
 

• Time is dedicated to supporting children with the acquisition and recall of multiplication and division facts.


Beyond the main maths lesson, dedicated time is allocated for developing valuable skills and strategies. Our core knowledge strategy for years 3 - 6 is based upon key skills that allow pupils to access the curriculum. Our mastering number whole class intervention for reception, year 1 and year 2 allows pupils to develop their fluency and flexibility of numbers.

Times tables

At Co-op Academy Nightingale, we are committed to ensuring every pupil develops a robust foundation in mathematics. We start all lessons from year 2 - 6 with daily counting practice using a counting stick. To support this, we also utilise Times Tables Rock Stars (TTRS), a rigorously designed daily practice platform aimed at increasing proficiency in multiplication and division. This digital resource employs a carefully sequenced programme of daily times tables practice, utilising adaptive technology to tailor questions to each child’s individual level of mastery. Children have individual logins so they can also practice at home!