Dulverton Primary

"We love to learn, we like to play,
we do our best in every way!"


Intent, Implementation & Impact


The Teaching of Fluency The teaching of problem solving The teaching of reasoning A vocabulary rich environment
We intend for all pupils to become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. We intend for all pupils to solve problems by applying their 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. We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically.
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us we have a range of mathematical resources in classrooms including Numicon, Diennes and counters. We also use a range of planning resources including those provided by the White Rose, NCETM and NRICH. We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. 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 discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.


Pupil voice Evidence in knowledge Evidence in skills Breadth and depth
Through discussion and feedback, children 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. Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. Teachers plan a range of opportunities to use maths inside and outside school.

Click here to access the Mathematics guidance for KS1 and KS2 published by the Department of Education.


Mathematics Policy

Calculation Policy

Maths Progression of Skills 2020