Mathematics is a vital life-skill for everyone. 

Our aims are:

For students to become fluent, confident mathematicians.

For students to gain rapid recall of basic number facts in order to develop fluency and to support pupils’ journeys towards mastery of the mathematics concepts for their age and stage of learning.

To develop pupils’ independent and collaborative problem solving and reasoning skills.

To develop mathematical curiosity in our students, and to support them in making links between different concepts, and to articulate their findings so that they become confident, enthusiastic learners.


Key features of our Math’s Mastery Curriculum:

  • High expectations for every child.
  • Greater amount of time spent on topics to allow pupils to explore therefore resulting in deeper learning.
  • Use of resources and images (a concrete, pictorial abstract approach) to enable pupils to experience their mathematical learning and discuss their thinking and approaches to problems.
  • Focus on mathematical thinking which encourages the use of language and reasoning to problem solve.
  • Develop fluency through a range of approaches to support reasoning and problem solving
  • To develop independence and confidence as learners by means of the metacognition strategies (Learning 2Learn) taught in school.


Northlands delivers Mathematics using the structure of the White Rose Planning materials to enhance pedagogy and to ensure that learning is broken into progressive, carefully planned small steps which build towards mastering a mathematical concept. 

Lesson content is taught in the sequence recommended by White Rose to develop children’s understanding so that learning is progressive and builds logically.


Lessons are structured so that:

A short starter activity is used at the beginning of each lesson to rehearse learning from a previous topic to help facilitate retention and enable children to practice their learning.

Northlands uses a bespoke structure called NAPE (Novice, Apprentice, Practitioner, and Expert) as part of its ethos of pupil self-regulation and meta-cognition.  A NAPE comprises four ascending levels of challenge for a particular concept and pupils work on it - usually for a week.  Pupils select the level of challenge appropriate for them (with guidance if necessary from the class teacher) and progress through the NAPE, encountering increasing levels of challenge.  (* there may be occasions where all pupils are asked to begin at the same level of challenge, directed by the class  teacher. – the rationale for this will differ depending upon the cohort or topic being explore – Teachers will articulate the reason for this decision with the class when it does arise.) Pupils articulate their learning in terms of ‘Challenged, Comfortable or Stuck’.  They are aware that the optimum is to be ‘Challenged’ rather than ‘Comfortable’ and understand that they may need to grapple with a concept in order to move forward in their learning.  At the end of each stage of the NAPE there is a ‘Checkpoint’ which allows a pupil to assess their understanding of that stage.  Pupils may self-move to the Checkpoint for a NAPE level if they are feeling  ‘Comfortable’ for a sustained period of time. It is acceptable to be comfortable – in the short term -  when consolidating previous knowledge or skills.

Every level of the NAPE includes a blend of fluency and reasoning/ problem solving; as pupils move through the NAPE, there is an increasing focus on reasoning. Teachers use resources within their lessons as a means of pupils being able to explore and experience the mathematics and will use a range of models and images to support learning pictorially.

Children are taught to use ‘3B4 Me’ as a means of promoting independence;  when ‘Stuck’ they first use their own resources, before asking a learning partner for support and finally may ask the teacher to support.   Teachers live mark during Maths sessions to provide instant feedback on learning; pupils may also self- and/or peer mark work so that feedback is more immediate.



Maths is developed by means of secure subject knowledge and understanding of the Curriculum.  White Rose Small Steps and the Spine materials will be an integral part of this process.  Other forms of CPD and development include

  • Subject Knowledge Enhancement Training (Maths Hubs- four Northlands delegates)
  • Teaching and Mastery Research Program (two staff engaged in Action Research)
  • Coaching and mentoring activities by the Maths Lead
  • In-house training and CPD by the Maths Lead
  • Observation of outstanding practice in other schools (through Maths Hubs)
  • In house moderation and external moderation