Maths
At Ivy Bank, we deliver a high-quality, ambitious mathematics curriculum rooted in a Teaching for Mastery approach. Carefully sequenced, small-step progression enables all children to develop secure knowledge, revisit learning, address gaps, and build understanding for future success. Our curriculum promotes a positive mathematical mindset and deep conceptual understanding through fluency, reasoning, and problem-solving, following Oak National Academy KS1 and KS2 plans. Children build connected mathematical knowledge through concrete, pictorial, and abstract representations.
Teaching takes place in flexible groups within mixed-attainment classes, with strong emphasis on mathematical talk, reasoning, and collaboration. Carefully planned questioning, modelling, and scaffolding support pupils to progress at a similar pace while developing independence. Mistakes are valued as learning opportunities, helping children identify misconceptions, refine their thinking, and deepen understanding in an oracy-rich classroom. Teachers maintain high expectations for all pupils, with particular focus on disadvantaged learners, those with SEND, and pupils facing additional barriers. Overlearning and repetition are prioritised to secure automaticity, underpinned by the belief that all children can succeed in mathematics. Gaps in learning are identified and addressed promptly through accurate formative and summative assessment, guided by the DfE’s Ready to Progress criteria for KS1 and KS2.
Assessment informs a continuous cycle of planning, action, and review, enabling adaptive teaching before, during, and after lessons so pupils are ‘lesson ready’. This approach supports pupils to keep up rather than catch up, reducing the need for interventions. Diagnostic tools, including the Sandwell Early Numeracy Assessment and Aspire Diagnostic Tracker, are used where needed to identify starting points and ensure appropriate curriculum adaptation, with high-quality inclusive teaching meeting most needs.
In the Early Years, we recognise that children arrive with varied experiences and stages of development. Learning is underpinned by NCETM Learning Trajectories and the six key areas of early mathematics. In Reception, the NCETM Mastering Number programme develops strong number sense, patterns, confidence, and flexibility, providing secure foundations for future mathematical learning.
Please refer to our Maths Handbook (attached) detailing our curriculum approach, lesson structure and assessment and tracking approaches starting in Early Years to End of KS2.