At Brize Norton, we are embedding our Mastery approach to maths; we use NCTEM as a foundation to our approach.

The maths mastery approach, promoted by the NCTEM, is designed to help every child develop a deep, secure understanding of mathematics. Instead of moving quickly through lots of topics, children learn key concepts in carefully sequenced small steps. This ensures they build strong foundations and feel confident using maths in different situations.

A key part of mastery is the belief that all children can succeed in maths with the right support. Lessons are taught to the whole class together, with additional scaffolding or challenge provided as needed. Children are encouraged to talk about their ideas, explain their reasoning, and make connections between different methods. This helps them become flexible, confident problem‑solvers.

The approach uses the Concrete–Pictorial–Abstract (CPA) model to build deep understanding.

• In the Concrete stage, children use physical objects such as counters or cubes to explore mathematical ideas.

• In the Pictorial stage, they move to diagrams and visual models like number lines or bar models.

• In the Abstract stage, they work with formal symbols and equations once understanding is secure.

Together, these elements help children develop confidence, enjoyment, and long‑lasting mathematical understanding.

We teach maths to years 1, 2 and 3 discretely in year groups, and Years 4, 5 and 6 in a phased approach within their mixed classes.

One of the most important elements of learning Maths here at Brize that we instil in our children, is to just have a go, and not worry about mistakes – Growth Mindset. This ethic holds us in good stead for all aspects of our Mastery journey. We teach the curriculum by taking precise, small steps in order to install a confident ‘can do/have a go’ attitude, build mathematical resilience, and avoid simply learning 'tricks' without understanding the mathematical concept behind them. Learning takes place using a variety of means, some of which include:

• Using different questioning techniques (these can include direct questioning to seek clarification, asking for reasoning and evidence, challenging or testing for greater depth, and exploring alternative views.)
• A variation of representations, stimulus, inputs, tasks and learning strategies to broaden experiences.
• Opportunities for children to ‘prove’ or ‘convince’ others of their methods and answers.
• Providing key language, STEM sentences and word banks to enable the children to explain their mathematical thinking.
• Opportunities to make connections between different mathematical concepts and use them alongside one another.
• Learning number facts – these underpin the National Curriculum objectives we teach; knowing them creates confidence, developing skills, a positive attitude during challenging tasks and enabling depth of understanding (see below.)
• Providing fluency tasks to consolidate and practise skills and concepts, along with challenge questions to broaden the understanding where necessary.
• Regular feedback through ‘live’ marking during lessons where we can and by setting time aside in lessons for the children to 'mop up' or correct misconceptions using their polishing pens.

The Content of our Curriculum at Brize Norton:

Early Years Foundation Stage:
In their first year at school, children learn about numbers through play, whole-class sessions and small-group work. They learn to recognise and order numbers, counting objects up to 20. By the end of the year, they learn to add and subtract two single-digit numbers and solve problems using doubling, halving and sharing. They also solve problems using size, weight, capacity, position, distance, time and money.

From Year 1, Mathematics is taught through a range of topics determined by the National Curriculum:

• Number and Place Value
• Addition and Subtraction
• Multiplication and Division
• Fractions, Decimals and Percentages
• Measurement
• Geometry: Shape
• Geometry: Position and Direction (taught up to Year 4 only)
• Statistics (taught from Year 2)

These topics are taught more than once over the course of each year, providing the children with opportunities to revisit and consolidate their knowledge, as well as understand the connections between different mathematical concepts. Teachers will use assessments to decide if any objectives need revisiting more frequently. At the bottom of this page, you will find the full list of National Curriculum objectives for each area for each year group.

End of year expectations