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ReptonPrimary School




At Repton Primary School, we follow a mastery scheme of learning from the White Rose Hub, with this policy being developed by them to coincide with the strategies and methods taught. It is a scheme of learning that is used within Years 1 – 6 and introduces a mixture of fluency, problem solving and reasoning around the objectives. It is expected that all children will have access to these varied activities, with the National Curriculum stating that, “All children need to be fluent, problem solve and reason mathematically.” Repton Primary School is very proud to not put a cap on children’s learning and therefore implements ‘chilli challenges’ for children to choose their own level of challenge in many of the lessons. This is overseen by the teachers, but promotes ‘no ceiling’ learning and allows children to achieve at their level. The lessons are taught in discrete blocks and objectives will be recapped in consolidation weeks across the year.


Mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject through a mixture of concrete, pictorial and abstract strategies. Children are actively encouraged to develop a personal style and think creatively about how to solve questions and calculations, not just learn through rote procedures. 

Mathematical vocabulary

The 2014 National Curriculum is explicit in articulating the importance of children using the correct mathematical language as a central part of their learning (reasoning). Indeed, in certain year groups, the non-statutory guidance highlights the requirement for children to extend their language around certain concepts. It is therefore essential that teaching using the strategies outlined in this policy is accompanied by the use of appropriate and precise mathematical vocabulary. New vocabulary should be introduced in a suitable context (for example, with relevant real objects, apparatus, pictures or diagrams) and explained carefully. High expectations of the mathematical language used are essential and modelled by the teacher. 

Structure and Expectations

Children have five 60 minute sessions per week for the teaching of Maths. Children will have their work marked for the next lesson, with the learning objective (WALT) and success criteria (Steps to success) being highlighted as appropriate. The teacher may place a ‘next steps’ stamp for corrections or to extend the learning further. This is to be completed by the child when they next see their book and sufficient time is to be allocated to complete them, these are then to be marked by an adult to ensure misconceptions are being addressed as appropriate.