Downe Manor Primary School

Downe Manor, where everybody has the opportunity to be inspired to reach their full potential through memorable learning experiences


Our mathematics vision is to deepen the children's mathematical understanding through a mastery approach.

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 Downe Manor Primary School, we aim to make children's learning in mathematics relevant, practical,creative, exciting and engaging. Mathematics teaches children to calculate, communicate, reason and solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. We aim for children to achieve their fullest potential in this subject.

Intent, Implementation and Impact


At our school, our intent is to develop a deep and secure understanding of mathematics among our students. We strive to nurture enthusiasm, confidence, and a love for maths that will enable our pupils to become problem solvers and critical thinkers. Our curriculum is designed to provide a broad and balanced range of mathematical experiences, ensuring students acquire the necessary knowledge, skills, and understanding to succeed in mathematics and everyday life. Our intent is aligned with the National Curriculum for Mathematics, and we use this as a foundation to develop a relevant and engaging curriculum that promotes Mathematical fluency, reasoning, and problem-solving skills. We recognise the importance of providing opportunities for all pupils, regardless of their background or ability, to excel in maths and lay a strong foundation for their future educational journey.


Curriculum Design and Sequencing

Our Maths curriculum is carefully planned, coherent, and progressive. We use the NCETM curriculum priorisation framework that covers all areas of the mathematics curriculum, ensuring a balance between procedural fluency, conceptual understanding, and mathematical reasoning. We follow a spiral approach, revisiting key concepts in a structured manner to deepen understanding and build long-term memory. We also have sessions dedicated to consolidating our understanding of number. These sessions, Mastering Number, are short engaging lessons that aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. The sessions are also taught in Years 4 and 5 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.

High-Quality Teaching and Learning

Our skilled and passionate teachers create a positive and inclusive learning environment, where every child feels valued and supported. They tailor their teaching to meet the individual needs of students, using a range of pedagogical techniques and resources to make learning engaging and accessible. We employ a variety of teaching strategies, including whole-class teaching, small group work, and individual support, to cater to different learning styles and abilities. Our teachers use questioning effectively, encouraging students to think deeply, express their reasoning, and develop mathematical resilience.

Well-Structured Lessons

Lessons are carefully planned, building on prior learning and incorporating opportunities for deliberate practice. Concepts and skills are introduced using concrete manipulatives and pictorial representations before moving towards abstract understanding. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10, tens frames and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images. Mathematical vocabulary and language are explicitly taught, promoting clear communication and allowing students to articulate and justify their mathematical reasoning effectively.

Assessment and Feedback

We believe that effective assessment is an integral part of teaching and learning. Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

Constructive and timely feedback is provided to students, highlighting areas of strength and areas for improvement. This feedback informs subsequent teaching, helping pupils to develop resilience, learn from mistakes, and make progress.


Our approach to teaching moths has had a significant impact on our students. By fostering a deep and secure understanding, we have seen improved outcomes in both attainment and progress. Our students consistently demonstrate fluency in mathematical procedures, an ability to apply knowledge in a range of contexts, and confidence in mathematical reasoning. Through engaging and meaningful mathematical experiences, our students have developed a growth mindset, embraced challenges and persevered in problem-solving. This mindset enables them to transfer their mathematical skills to other subjects and everyday life. Our pupils talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have. They are equipped with the necessary mathematical skills to be successful in their secondary education and beyond.

 Pupil’s use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. The chance to develop the ability to recognise relationships and make connections in maths lessons. Teachers plan a range of opportunities to use maths inside and outside school.


The intent, implementation, and impact statement outlined above demonstrates our commitment to delivering outstanding maths education in our primary school. By aligning our curriculum with the National Curriculum, employing high-quality teaching strategies, assessing effectively, and fostering a love for maths, we ensure all our pupils develop a deep understanding and achieve excellent outcomes. We continuously reflect, adapt, and improve our provision to meet the needs of our students, ensuring they are well-prepared for their educational journey and equipped with life-long skills.

Characteristics of mathematicians

  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
  • The ability to embrace the value of learning from mistakes and false starts.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques.
  • A wide range of mathematical vocabulary.
  • A commitment to and passion for the subject.


Curriculum Maps

Click on the year groups below for the curriculum maps

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Click on the links below for enigma stem sentence banks with further links available


Multiplication & Division

Addition & Subtraction

Click on the link below to access a mathematical vocabulary list which includes vocabulary introduced throughout the primary curriculum (Reception to Year 6). This list has been written by Mathematics Mastery.

Mastering Maths Vocabulary