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Mathematics at Compton

Mathematics at Compton

At Compton we believe that every child can do maths!

We recognise that the ability to reason mathematically is the single most important factor to ensure a pupil’s success in mathematics.  It is therefore crucial that opportunities to develop mathematical reasoning skills are integrated fully into our mathematics lessons. Such skills support deep understanding of mathematical concepts enabling pupils to make connections, improve fluency, solve problems and ultimately become confident, life-long mathematicians


All our children will:

Have the opportunity to reason mathematically,

Develop skills to support deep understanding of mathematical concepts

Demonstrate their understanding using a range of learning styles (CPA)

Use mathematical vocabulary and sentence stems

This will enable them to make connections, develop fluency, solve problems and ultimately become confident, life-long mathematicians.



We strive to achieve the following within our daily maths teaching:

Daily mathematics lessons are well planned, using Whiterose mathematics as the base, enriched by activities from NCETM, Nrich, IC reasoning and similar materials

Mathematical reasoning skills and open-ended problems are integrated into our mathematics lessons.

Sentence stems are used to support correct use of mathematical vocabulary

All pupils learn mathematical concepts using concrete apparatus, pictorial representations and abstract, formal methods

Pupils mark their own work and each other’s work within the lesson and move themselves on to greater challenges – supported by the teacher

Where our pupils are demonstrating lack of depth in their mathematical understanding (due primarily to two years interrupted schooling) we are integrating the NCETM curriculum prioritisation approach into their learning through intervention or whole class teaching if appropriate. This programme provides coherent sequencing for the primary maths curriculum. It draws together the DfE guidance on curriculum prioritisation, with the high quality professional development and classroom resources provided by the NCETM materials, which partition learning into very small steps.

This year, we have re-introduced number rich year groups.  Years one, three and five focus in more depth on the number areas of the curriculum (place value, four operations, fractions, decimals and percentages). We believe children need more time to fully store understanding of number in their long term memories, the sections of the curriculum missed are integrated into other topics, for instance statistics in science and geography or taught by the subsequent year group.  With a deep understanding of number many of the other areas can be taught more effectively and quicker.



Teachers feel confident and supported in presenting well planned lessons that ensure development and progression of knowledge and skills.

Pupils have a positive, can do attitude to mathematics, able to reason and solve problems

Children use the CPA approach to support their learning.

Concepts are embedded within their long term memory



Progression in Calculation Documents:



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