Castle Bromwich

Infant and Nursery School

Reach for the Stars

Contact Details


Maths at CBINS

Intent – Maths is central to our teaching and learning at CBINS. We aim to ensure all our pupils can: become fluent in the fundamentals of mathematics, reason mathematically and solve problems by applying their mathematics. Our maths curriculum is mapped to ensure there is clear progression that builds on prior learning and is flexible to enable children to master concepts

Curriculum Drivers



Problem solving


  • Learning for Life
  • Learning together; Making connections
  • Learning and Living Healthily
  • Learning and Living in our Community and the Wider World
  • Practice to consolidate and embed new concepts
  • Conceptual fluency – what?
  • Procedural fluency – how?
  • Meaningful play and exploration
  • Learning outside of the classroom – across the curriculum, outdoors and real-life experiences/problems
  • Woven throughout and integral to understanding
  • Showing proof and justifying why and why not
  • Discussion through play and active learning
  • Supportive interactions to move learning and understanding forwards
  • Play and exploration of concepts through problems such as anchor tasks and continuous provision
  • Expressing ideas through mathematical talk and jottings
  • Thinking critically, being creative and promoting divergent thinking
  • Progression of skills and knowledge – 5 stages of early counting and MNP
  • Builds on, embeds and deepens prior learning
  • Flexibility to not move on until concepts are mastered


Implementation – We implement this by following the mastery approach to meet and go beyond national expectations as outlined in the EYFS and KS1 curricula. Children work on the same content but progress is determined by the security of children’s knowledge and understanding. We use the CPA approach to model and reveal mathematical structures and continually assess the learning of the children to ensure they have mastered concepts.



Support and challenge

Retaining knowledge

  • Moving through content at the same pace
  • Small steps for learning
  • CPA approach
  • Inclusive for all learners
  • Modelling and visualisation – clear presentation of subject matter
  • Responsive and adaptive to the needs of children
  • Assessment for learning throughout
  • Promoting independence through learning and play
  • Impactful questioning that promotes deeper thinking and talk
  • Promoting the use of everyday language, the language of learning e.g. compare, analyse etc... and subject specific vocabulary e.g. divide, partition etc…
  • Developmentally appropriate approaches that lead to high levels of engagement, motivation and productivity
  • Scaffolding through resources, models and adult interaction
  • Addressing errors at the point of misconception
  • CPA approach to teaching and learning
  • Delving deeper through journaling and questioning
  • Use feedback, learning conversations, play partnering and sustained shared thinking strategies to reinforce and extend learning
  • Maths Meetings – keeping concepts on the boil
  • Sequential mapping that revisits and reinfoces taught content
  • Learning environment that reinforces taught knoweldge and encourages application to new learning with continuous provision inviting children to turn to maths as part of their play and exploration
  • Apply skills and knowledge into new contexts by making links to previous learning


Impact – Our maths curriculum leads to good results in both Key Stages. By the end of EYFS, 84% of children reached their Early Learning Goal for maths compared to 81% nationally. In KS1 82% of children achieved the expected standard compared to 76% nationally and 27% of children achieved greater depth compared to 22% nationally. This is reflected in our children’s strong understanding of mathematical skills and processes as well as using subject specific language during meaningful exploration and play, both inside and outside of the classroom.