Maths at Much Wenlock


We believe that Mathematics is a creative and highly inter-connected area of the curriculum, which is essential for everyday life. At Much Wenlock Primary School we have adopted a ‘Mastery’ approach to teaching Maths across the school and this embodies the aims of the National Curriculum (DfE, 2013), where children are required to:


  • become fluent in the fundamentals of mathematics
  • reason mathematically
  • solve routine and non-routine problems applying Mathematics


We are very fortunate in that our Maths Subject Lead is also a Mastery Specialist Teacher who works as part of a wider team with the Salop, Herefordshire and Wolverhampton Maths Hub (SHaW).  As part of this we have been able to draw on theoretical knowledge and research based evidence as we are developing how Maths is taught within our school. 

Within our setting we consider Mastery in Mathematics as:

  • Deep and sustainable learning
  • The ability to build on something that has already been sufficiently mastered
  • The ability to reason about a concept and make connections
  • Conceptual and procedural fluency

Our curriculum is based on the following ideas:

  • Pursuing procedural fluency (rapid recall and application of facts and techniques) and conceptual understanding at the same time.
  • Maintaining the expectation that all pupils can achieve within Mathematics. Differentiation has a different look and feel to it and all children’s learning needs are met through emphasising deep knowledge and appropriate support.
  • Keeping the whole class together on the same material.
  • Intelligent practice and consolidation are important.
  • Spending longer amounts of time (and going deeper) on key topics.
  • Rapid intervention for those not grasping concepts in lessons.
  • Teaching is underpinned by methodical curriculum and lesson design, supported by resources which encourage conceptual and procedural fluency.
  • The use of precise questioning to assess pupils’ conceptual and procedural knowledge.

Curriculum Coverage & Planning

We use the NCETM Small Step Planning as our scheme of work to provide teachers with clear guidance on how to develop children’s understanding building on secure foundations.  This ‘rich curriculum’ provides children with a deep body of knowledge that later learning can effectively be built upon. 

You will find the recommended teaching sequence/progression in core skills here.

NCETM Progression Map/Teaching Sequence

Please note that measurement, geometry and statistics are interwoven through these strands.



MWPS Progression in Number Facts and Times Tables

As one of the key aims is fluency, we want to ensure that children are taught key number facts that they then commit to long term memory.  This in turn reduces the amount of cognitive overload on working memory as children learn new things.


We have developed a Progression in Number Facts document that ensures children are building on mental recall of number facts year on year.  It includes key information on the teaching of number facts and times tables so that you are aware of our school systems.  This can be found here.


Progression in Number Facts

KS1 Progression in Addition Facts