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Tardebigge C.E. First School Vision for Maths


We want all children to be able to:

  • believe that they can achieve well at mathematics and welcome the challenge to do so
  • develop a fascination and love of numbers and spacial awareness
  • become fluent and confident mathematicians
  • explain their mathematical thinking clearly
  • solve problems by reasoning
  • apply their mathematical skills in a wide range of situations
  • transfer to the next stage of their education having achieved age related goals so that they can be successful in their future lives

The Maths Mastery Approach


At Tardebigge C.E. First School, we use a Maths Mastery Approach and Maths No Problem. Children are encouraged to develop fluency, reasoning and problem solving skills through a concrete pictorial approach. In lessons, children use Maths No Problem textbooks and workbooks. They also use concrete resources to ensure a depth of understanding. The fundamental ideas of Maths No Problem can be seen if you follow this link. We make use of the NRICH Mathematics website resources for develop problem solving.


We believe that all children, when introduced to a key new concept, should have the opportunity to build competency in this topic by using the CPA approach (Concrete, Pictorial, and Abstract).


Concrete – students should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.

Pictorial – students should then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems. 

Abstract – with the foundations firmly laid, students should be able to move to an abstract approach using numbers and key concepts with confidence.

The use of mathematics resources is integral to the CPA approach and thus planned into our learning and teaching. Resources such as number lines, Numicon, multi-link cubes, dienes, hundred squares, shapes, etc. are used.

Mathematics is a tool for everyday life.  It is a network of concepts and relationships and is used to analyse and communicate information and ideas in practical tasks and problems. By making links to other subjects we aim to provide real context in which to apply skills taught during the maths lessons.   


There are many online tools that you can use such as ‘Times Table Rockstars’ for Years 2-4. ‘Daily Ten’ and ‘Hit the Button’ can both be found using the link below.



We have introduced KIRFs as a whole-school program for raising fluency standards in Maths.
KIRFs (Key Instant Recall Facts) are designed to support the development of the mental skills that underpin much of the maths work in schools. They are particularly useful when calculating, be it adding, subtracting, multiplying or dividing.
An important part of maths development has always been rote learning of certain maths facts. For many years this has included practising times tables and addition facts, such as number bonds and doubles. Each half term children will be assessed on Key Instant Recall Facts (KIRFs) that will be taught in school but also need to be practised at home as well.
It is important that they know these facts thoroughly and can recall them instantly. Whilst children have a wide range of abilities in mathematics, the KIRFs are designed to be a set of facts that need to be learnt meticulously as they build on each other year on year. Again, we stress that the children must aim to know their KIRFs inside out, back to front and with instant recall.