Maths at Elburton
We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are therefore committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics. We are committed to ensuring that children are able to recognise the importance of Maths in the world around them in order to build clear connections through enrichment activities. It is essential that our children are able to use their mathematical knowledge and skills confidently in their lives in a range of different contexts.
How do we do this?
The content and principles underpinning the Maths curriculum at Elburton Primary School reflect those found in  high-performing education systems internationally.  The following principles and features characterise this approach and convey how our curriculum is implemented at Elburton Primary School:
 Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics thus instilling a growth mindset towards the subject.
 The large majority of children progress through the curriculum content at the same pace. Differentiation is achieved by developing greater depth knowledge and through individual support and intervention where deemed appropriate.
 Teaching is underpinned by a methodical curriculum design and objectives, although taught in blocks, are revisited and interleaved throughout a carefully structured progression of objectives which Elburton have adapted to suit their needs.
 To ensure whole school consistency and progression, the school uses the White Rose Maths Schemes of work and the school’s engagement with the DFE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the mastery approach to Maths.
Each lesson phase provides the means to achieve greater depth, with more-able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate. Children work with their talking partners to support their reasoning and new concepts are delivered through a series of CPA – Concrete, Pictorial and Abstract methods which relate closely to our Maths Calculation Policy. In KS1, principles are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. The class teacher then leads children through strategies for solving the problem.
 Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
 Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children informally on a regular basis as well as termly to identify those requiring intervention, so that all children ‘Keep up not catch up’.
 Maths is linked to relatable real-life contexts which also link to other areas of learning in order to build children’s cultural capital. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems.
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Regular and ongoing assessment from White Rose assessments, NFER assessments as well as teacher assessment as an ongoing tool, informs teaching across the year.
For more detailed information on maths at Elburton please click on the tabs below.
Mr P Agnew Maths Lead 
Maths Progression Maps
Maths Workshops to Support Parents with Home Learning