The Vision For Our Curriculum



Maths is, in essence, at the heart of everything we do in life. With this in mind, at Brill Primary school we teach Maths to a mastery approach. This is to ensure all pupils can master the Maths Curriculum and gain the important mathematical skills that equip them for the wider world. 

Through our teaching of maths at Brill, we aim to ensure that all pupils: 

  • Become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  
  • Reason mathematically by following a line of enquiry, inferring relationships and generalisations, and developing an argument, justification or proof using mathematical language.  
  • Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and showing the resilience to persevere in seeking solutions. 
  • We use the CPA approach and follow the White Rose curriculum of study to support this. 


Children will receive daily hour-long Maths lessons where they will engage their Maths brains by taking part in an exciting, fast-paced starter activity. This usually consists of revisiting a concept they have learnt a few weeks previous. We believe that constant revisit and recall of previously learned objectives leads to information becoming embedded in the children properly. After a pacey starter, the children will be enthusiastically guided and challenged through the sequence of the lesson. The three main strands of maths learning according to the mastery approach are; Fluency (mechanical Maths, learning how to answer a question using the appropriate method), Reasoning (the process of applying logical thinking to recognise patterns, connections or errors in Maths and explain why they are so) and Problem Solving (finding a way to apply mathematical knowledge and skills taught to answer unfamiliar types of problems). Our lessons aim to follow these three strands of Maths, allowing all children to access Fluency on a daily basis and Reasoning and Problem Solving twice or more weekly. We believe this approach contributes towards the principles laid out in our 'Brill child', developing the whole child and ensuring whatever ability level the children are at, they are being exposed to all 3 strands.


As a result of our Maths teaching at Brill Primary School you will see:

  • Enriched children who get the opportunity to make good progress during their time with us. 
  • Excited children who can recognise and use a wide range of different representations of mathematical concepts.
  • Engaged children who are all challenged appropriately.
  • Experienced children who can use a variety of resources to support (and explain) their Maths learning.
  • Equipped children who can articulate their Maths learning and the links between mathematical concepts and how these will be used in their lives beyond the education setting.

Mathematics is a creative, challenging and highly interconnected discipline which is an integral part of the curriculum here at Brill. As Maths is all around us in our daily lives, we aim to ensure that children are aware and have the confidence of how to apply learning to every day scenarios. We encourage the application of Maths in real life contexts by incorporating cross curricular links as opportunities arise.

Maths Policy

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Maths Information Evening - Monday 21st November 2022

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Year 1 has gone '3D'!

Posted: Nov 27, 2020 by: teachers on: MATHS BLOG

This week year 1 have been learning about 3D shapes. It was exciting hunting outside, sorting groups and rummaging through the 'junk modelling' to find 3D shapes. Finding that the school chimney was a cuboid was great excitement, and soon the day was filled with adults being shown our everyday objects that were 3D!

What is the CPA approach?

The CPA method involves using actual objects for children to add, subtract, multiply or divide. They then progress to using pictorial representations of the object, and ultimately, abstract symbols.

The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.


This is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life by allowing children to handle physical objects themselves. Every new abstract concept is learned first with a ‘concrete’ or physical experience.







Early stages of Year 2 multiplication


This is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.


Pictorial stage of addition using dienes


Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. Once a child has demonstrated that they have a solid understanding of the ‘concrete’ and ‘pictorial’ representations of the problem, the teacher can introduce the more ‘abstract’ concept, such as mathematical symbols.


Application of dividing fractions Year 6

Active Maths

Being the PE Coordinator as well, I have a passion for ensuring as much physical activity is embedded into the school day as possible. I believe it helps children to stay focused, be happy and therefore learn better.

As part of our maths lessons we have introduced an 'active' task whereby the children will extend their learning through physical movement.

Maths Coordinator

Miss Butler

Supporting your child's learning at home

Follow this link below to find some different challenges and fun maths game ideas!


Try some 'Active Maths' at home!

For some extra challenges and maths investigations visit this website! 

Have a go at the 'White Rose Maths' daily lessons that your teacher has set you! Access via this link

Wizard Maths

 x2 x5 x10.pdfDownload
 x3 x4 x6.pdfDownload
 x7 x8 x9.pdfDownload
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Progression Document

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