Robin Hood Primary School

"Success is in the journey, not the destination; we are all learners"


Traditionally, Maths has been taught by memorising key facts and procedures, which tends to lead to superficial understanding that can easily be forgotten. At Robin Hood Primary School, we believe that children should be able to select which mathematical approach is most effective in different scenarios. All pupils can achieve in mathematics! There is no such thing as a ‘Maths Genius’ which is the belief that some pupils can do maths and others cannot. A typical Maths lesson will provide the opportunity for all children, regardless of their attainment, to work through Fluency, Reasoning AND Problem Solving activities. No child should be deprived of this opportunity.


Maths is a journey and long-term goal, achieved through exploration, clarification, practise and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

There are 3 stages which should be an integral part of the teaching and learning of maths:

  • Reflecting: Children need the breathing space to reflect on an experience when deepening their knowledge and understanding. Pausing, probing and pondering all happens when children are not rushed or pressured. Slowing down allows children to take control of their learning and become aware of their own learning too.

  • Representing: Children need plenty of opportunities to represent their learning in an active way so deepening becomes memorable. This might be constructing a model, drawing a mathematical picture, using manipulatives or writing down their thoughts.

  • Reporting: Children have to engage in meaningful maths talk with others – maths has to involve lots of verbal back and forth. Pupils refine, consolidate and develop their understanding by entering into learning conversations with their peers and teacher(s). This type of reporting helps children to realise that their thoughts are valuable and by talking together they can clarify their understanding.     

These 3 R’s feed into depth and understanding and classroom activities must integrate them


Multiple representations for all! Objects, pictures, words, numbers and symbols should be an integral part of any classroom everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt. All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete, Pictorial, Abstract (CPA)

  • Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

  • Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

  • Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.


  • Quick recall of facts and procedures

  • The flexibility and fluidity to move between different contexts and representations of mathematics.

  • The ability to recognise relationships and make connections in mathematics


At Robin Hood, we aim to provide our children with the courage, skills and aptitude to enable them to make a difference in the world. By becoming confident mathematicians, our children will have access to the exciting opportunities available to the young people of the future.

We believe it is important to enable children to access maths across a broad spectrum, which includes applying their learning to other subjects taught in school and to ‘real life’ situations. This will provide them with the essential knowledge needed to be educated citizens, helping to stimulate an appreciation of human creativity and achievement. Throughout their learning in maths, our pupils have the opportunities to connect, consolidate and reinforce their maths skills within a broad and balanced yet purposeful curriculum


What is fluency?

Fluency is quick recall of facts and procedures, the flexibility and fluidity to move between different contexts and representations of mathematics and the ability to recognise relationships/structures and make connections in mathematics.

Additive and Multiplicative Facts

  • Learning additive facts is different from learning multiplicative facts; this happens in a different part of the brain and rely initially on thinking about relationships

  • Multiplicative facts are stored in our verbal memory; saying (and hearing) the sound pattern of the phrase (e.g. seven threes are twenty one) is important.

Automaticity with number facts frees up the working memory to think about other things such as how to solve a more complex problem 

(Willingham 2009)

Having knowledge of number facts supports pupils to think mathematically as they can use them to reason, see structures and patterns, and make connections


If multiplication facts are learnt and stored, rather than being calculated or by skip counting repeatedly, then they will require less activity from the brain, reducing the ‘cognitive load’ and essentially ‘freeing up’ space to focus brain activity on the application of the facts NOT the facts themselves.

(Dehaene, S)

  • In Key Stage One, Numbots is used to practise fluency. The idea behind Numbots is for pupils to use efficient mental calculation strategies to add and subtract two-digit numbers, so that they can leave counting on their fingers behind! Click here to find out more:

  • In Key Stage Two, Times Tables Rockstars is used to practise fluency and progresses from Numbots. In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice. Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so. Click here to find out more


For the next academic year we will be following the order of maths units as suggested by White Rose Maths. As a whole staff, we have identified any areas for development for all children, classes and year groups; this has been factored into our new overviews for 2021-2022. The teachers have carefully consulted the National Curriculum objectives as well as the prerequisites necessary for each unit before prioritising the key objectives which will allow the children to progress as efficiently and effectively as possible. Our overviews are available to view below, however these are working progress and subject to change when necessary to ensure that our children receive the best possible maths curriculum which is tailored to their needs.

 Nursery Maths Overview Autumn 2021.pdfDownload
 Reception Maths Overview 2021-2022.pdfDownload
 Year 1 Maths Overview 2021-2022.pdfDownload
 Year 2 Maths Overiew 2021-2022.pdfDownload
 Year 3 Maths Overview 2021-2022.pdfDownload
 Year 4 Maths Overview 2021-2022.pdfDownload
 Year 5 Maths Overview 2021-2022.pdfDownload
 Year 6 Maths Overview 2021-2022.pdfDownload
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