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Mastery Maths

At St John’s we have chosen to adopt a mastery approach to teaching Maths. This focuses on the idea that all pupils can achieve depth in their learning. We use the LPDS Red Rose Mastery Maths scheme to deliver our curriculum. Key principles include:

  • Representation and structure (effective pedagogies for modelling, concrete-pictorial-abstract approaches, effective use of manipulatives and transition between them)
  • Coherence (curriculum design, progression of objectives, sequencing learning, small steps, contextualising learning between different areas of mathematics)
  • Mathematical thinking (effective questioning, identifying patterns and relationships, deep understanding through reasoning and problem solving, supporting children to achieve
  • Deeper learning where appropriate)
  • Variation (progression through representations using conceptual variation, progression through questioning using procedural variation)
  • Fluency (efficiency, accuracy, flexibility, developing unconscious competence)

Maths Videos:

Maths Links:





Early Learning Goals for the Foundation Stage in Mathematics

Taken from the Statutory Framework for the Early Years Foundation Stage, effective from 1 September 2021

ELG: Number

  • Children at the expected level of development will:
  • Have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

ELG: Numerical Patterns

  • Children at the expected level of development will:
  • Verbally count beyond 20, recognising the pattern of the counting system;
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Documents & Downloads:

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

Year 6: