At Tadcaster Primary Academy we want children to develop a confidence, understanding and enthusiasm for mathematics. Using our mastery approach to maths the children will develop a wide range of mathematical skills and use them to solve a wide range of problems in a wide range of situations. They will think and communicate mathematically in written, spoken and graphical form. The lessons should engage the children, develop curiosity in our pupils and involve real life contexts. Through both independent and cooperative work the children will acquire the foundation necessary for the further study of mathematics and othercurriculu m areas.
At Tadcaster Primary Academy the mathematics curriculum is organised through a whole-school long-term plan that maps White Rose units across the academic year. Mixed-age classes follow an agreed rolling cycle to ensure full coverage and clear progression. Number is prioritised in the autumn term to secure fluency and confidence, providing a strong foundation for later learning. Teachers use White Rose termly overviews and small steps to support medium-term planning. Planning identifies the core learning that all pupils will access, while also clearly setting out expectations for different year groups within mixed-age classes. Key vocabulary, representations and anticipated misconceptions are identified in advance, allowing teachers to plan effective explanations and targeted support. Short-term planning focuses on careful sequencing, opportunities to revisit prior learning and the inclusion of reasoning and problem-solving tasks.
Teaching and learning in mathematics follow a teaching for mastery approach. Lessons have clear learning objectives and make effective use of concrete, pictorial and abstract representations to develop understanding. Teachers model mathematical thinking explicitly and place a strong emphasis on mathematical talk, ensuring pupils can explain and justify their reasoning. In our mixed-age classes, differentiation is
achieved primarily through task design, questioning and support as well as different tasks (where appropriate).
Intervention and support are timely, targeted and short-term, with a clear focus on addressing gaps and securing key concepts. This may include same-day intervention, pre-teaching of vocabulary or concepts, or small-group and individual support.
The impact of our mathematics curriculum is seen in pupils who enjoy mathematics and demonstrate confidence, resilience and a positive attitude to challenge. Pupils use precise mathematical language, reason clearly and can explain and justify their thinking. They apply their mathematical knowledge accurately and independently across a range of contexts. Assessment information shows that pupils make good progress from their starting points, including those in mixed-age classes and those with additional needs. Over time, pupils develop secure mathematical understanding and achieve strong outcomes, preparing them well for the next stage of their education. This implementation plan is reviewed annually to ensure continued improvement in mathematics teaching and learning.
