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Larkspur Community Primary School

Growing Towards Tomorrow


Mathematics overview for each year group

How Maths is taught at Larkspur

Maths at Larkspur

This is a guide for anyone who is visiting Larkspur to explain our approach to mathematics across the school. It is intended to explain what you can expect to see/not to see during lessons.

Q. What will a typical maths lesson look like?

At Larkspur we follow a mastery approach in which all children are taught from the same National Curriculum objectives for their year group.  Through working this way we give all children the opportunity to achieve mastery at their pace and level. We have high expectations in all maths lessons.

A typical maths lesson will include fluency, problem solving and reasoning so that children apply what they have learned within the context of a story, problem or  puzzle. 

Lessons may be fast or slow paced: depending on how children grasp the concept being taught. Teachers are encouraged to be flexible and react to the children's needs as the lesson progresses.  There may be mini plenaries and my turn- your turn teaching so that children have maths concepts embedded fully.

We aim for depth of understanding rather than acceleration through content.

Q. Where are the lessons and resources planned from?

Lessons are designed to follow a concrete>pictorial>abstract approach. Tasks and activities will be taken from a variety of resources such as NRich, NCETM, White Rose Hub, Abacus, Problem Solved and Talk It, Solve It.

Q. Maths Displays and Resources

Each classroom has a working maths display which demonstrates how children may approach tasks and develop skills.  Working walls may contain toolkits which are similar to the Talk4Writing Toolkits. These show success criteria which help children to tackle the maths. 

Each classroom also has maths resources displayed and all children are trained and encouraged to use these to support their learning.

Q. Are lessons differentiated?

All children are taught the same objective however lessons are differentiated through greater depth rather than acceleration through an objective. Some children will need extra support and others will be challenged with greater depth questions in which they apply their understanding. 


Children work with talk partners and these are changed on a regular basis so that children will have opportunity to work with a variety of children. This provides peer to peer support and scaffolds their learning.


Q. What will tasks in books look like? Will I see different abilities?

Some work in children’s book will look similar however they may have completed this work differently. Some children will have been supported by the teacher/ TA or worked independently. Some will have used concrete apparatus or worked abstractly.

In order to promote a greater depth of understanding in mathematics you will see procedural calculations alongside problem solving and reasoning.  You will see children explaining or proving their answers so that teacher's can assess their understanding.  

Q. How are teaching assistants used in lessons?

Teaching assistants are not restricted to the lower ability pupils within lessons. During the lesson the teacher and teaching assistant will circulate around the class supporting groups or individual learners where appropriate.

Through careful planning and preparation of resources, lower ability pupils are encouraged to work with some independence within the maths lesson.

Q. Where do you record evidence for fluency, reasoning and problem solving?

At Larkspur we are committed to giving pupils ‘Time to Talk’ during the maths lesson. If children are to become problem solvers then they need time to explain their understanding and reasoning. This cannot always be recorded however you will see this during observations of lessons. Classrooms will be noisier as children communicate their ideas to one another.

Each day children will develop their fluency skills and focus on their current multiplication and division facts .  

In Reception and Key Stage 1 we are placing emphasis on learning number bonds within 10 and then within 20. 

Q. Are classes in groups or sets?

No. You will see whole class teaching. Children are paired in mixed abilities. We have high expectations for every pupil and believe all can achieve mastery at their own level.

Teachers will differentiate questioning to promote deep learning. Children are challenged through greater depth and mastery tasks: designing and solving their own problems, explaining and proving their answers and being expected to provide more mathematically accurate explanations by refining their language choices.


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