Mastery Maths
Mathematics Curriculum Intent
At St John’s, we deliver a high-quality mathematics curriculum through the Red Rose Maths Scheme, developed by Lancashire County Council. This scheme is underpinned by the principles of mastery and ensures full coverage of the National Curriculum through carefully structured, progressive units of learning. Our intent is to develop confident, resilient and fluent mathematicians who have a deep and secure understanding of mathematical concepts. We believe that every child can achieve in mathematics. Through a mastery approach, pupils are given the time and support they need to fully understand key concepts before moving on. Learning is sequenced in small, coherent steps, enabling children to build secure foundations and make meaningful connections across mathematical ideas.
Principles of Our Mastery Approach
Fluency, reasoning and problem solving
Our curriculum ensures children:
- Develop fluency in number facts.
- Reason mathematically by explaining, justifying and proving their thinking.
- Apply their knowledge to a range of problem-solving contexts.
Concrete–Pictorial–Abstract (CPA) approach
Children are supported in understanding mathematical concepts through the use of practical resources and manipulatives, pictorial representations, and finally abstract notation. This progression strengthens conceptual understanding and supports long-term retention.
Mathematical talk and vocabulary
Precise mathematical language is explicitly taught and modelled. Pupils are encouraged to articulate their reasoning, discuss strategies and challenge misconceptions, fostering a classroom culture where mathematical thinking is valued and shared.
Adaptive teaching
Assessment for learning is embedded within lessons. Teachers use questioning, observation and feedback to address misconceptions swiftly, ensuring that gaps do not widen and all learners keep up.
Inclusivity and high expectations
The Red Rose scheme offers scaffolding and challenge within the same learning objective. Support is provided through guided practice and targeted intervention, while depth is achieved through sophisticated questioning and deeper learning tasks.
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.