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At Tower Road Academy we aim to provide pupils with a Maths Curriculum that deepens their understanding and develops their individuality, their creativeness, their logical thinking and their enquiring minds. We expose our pupils to rich and varied experiences that allow them to develop fundamental fluency, reason mathematically and solve problems. Through an engaging and varied curriculum, we endeavour to provide opportunities that are challenging, yet enjoyable, which enable our children to make connections with real life and develop into confident mathematicians.


Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Year 6, encouraging them to utilise and build on prior learning in order to develop a deep conceptual understanding.  At Tower Road, we understand the importance of mathematical language, and build lessons based on the principles of mathematical talk and reasoning – with a high emphasis on the importance of accurate mathematical vocabulary.

We have derived our own long-term plans from the National Curriculum (click here to access the National Curriculum) that are designed to meet the needs of all of our pupils. These are developed into weekly plans and supported with additional resources, such as I See Reasoning, White Rose Maths and NCETM Teaching for Mastery Documents. However, the fundamentals of learning within maths are the same in every year group. Every sequence centres around the concrete-pictorial-abstract approach where learning is conceptualised with concrete equipment, before moving to pictorial representations and then abstract thinking. These strategies are key to developing a deeper conceptual understanding at all levels.



Every maths lesson provides the opportunity for children to develop their fluency and mathematical reasoning through a range of activities and challenges, before applying in problem solving contexts. Children are encouraged to make links between different mathematical structures and concepts, building on prior knowledge and imbedding learning into their long-term memory. To support this, we emphasise the importance of retrieval within our curriculum. Activities to develop the rapid recall of known facts and concepts is built into every lesson.

Assessment is a crucial part of the everyday teaching cycle in maths. Lessons are planned based on previous assessment, and children are presented with challenges based on their individual learning path. Feedback given both within, and after lessons, is targeted to support each child in achieving their next steps. Mini-plenaries and reshaping strategies are used throughout lessons to guide and develop understanding. Additional strategies, such as group interventions and 1:1 adult support are also used to support mathematical understanding where appropriate.

As a school we know that mathematical concepts or skills are mastered when a child can show their understanding in various ways, using accurate mathematical language to explain their ideas, and can independently apply concepts to new problems in unfamiliar situations.