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Nightingale Infant

& Nursery School

Top Curve




Nightingale Infant and Nursery School 


Maths is a journey and long-term goal, achieved through exploration, clarification, practise and application over time. At each stage of learning, children should be able to demonstrate a deep, understanding of the topic and be able to build on this over time. 

We intend to achieve this by: 

  • Providing our children with a variety of mathematical opportunities, which will enable them to make connections with everyday mathematical problems and giving them cultural capital to succeed. 

  • Ensuring children are confident, resilient, mathematicians, who are not afraid to take risks and can make mistakes learning from them together. 

  • Giving those children identified as disadvantaged, support through pre-teaching and revisiting concepts where necessary. 

  • Giving those identified as having a deeper understanding of greater depth mastery, fluency/reasoning and problem solving challenges. 

We will implement this through: 


  • Long term planning from National curriculum and The Early Years Foundation stage framework 

  • Medium term planning taken and adapted where necessary from White Rose schemes of work and updated regularly in response to data and in-house monitoring of teaching and learning. Blocking and repeating to aid children’s retrieval of key concepts. 

  • Short term planning incorporating daily fluency building activities supported by the use of White Rose materials, our school calculation policy, NCETM and N-RICH.  

  • The Concrete, Pictorial, Abstract approach: 

Children are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.  

Concrete-Children have the opportunity to self-select objects and manipulatives to help them understand what they are doing. 

Pictorial-Children then build on this concrete approach by using pictorial representations which can be used to reason and solve problems. 

Abstract-Children then move on to an abstract approach using number and key concepts with confidence. 

  • The explicit planning/teaching of new Key words both reading and spelling. 


  • Teachers know where their children are through the use of formative and summative assessment, prior learning and maths talk/pupil voice.  

  • Teachers know where their children need to be through a secure understanding of year group expectations and those of the prior/post year group.  

  • Breadth and problem solving are encouraged rather than using “Greater numbers”. 

  • Teachers will deploy adults in the most effective way to support learning-during introductions, plenaries, catch up or intervention strategies. Adults promote a can do approach and give children time to process questions and answers. 

  • Teachers show progression over the course of a unit of work. 

  • Mathematics in our school is enhanced by our individual class working walls-incorporating pictorial images to aid retention. Key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.  

  • Children work both collaboratively and independently, reasoning, developing fluency and  solve problems, which require them explain to peers, to persevere and develop resilience. 


Summative Y2 reported 

Formative: including hinge questions which may, where necessary, change the focus. 

Pupil asset half termly 

Termly White Rose Assessments 

Termly Propeller board assessment 

Low stake assessment/cold tasks where appropriate 

Verbal feedback 

Moderation between schools 

Moderation in house 

Local Authority 



The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed Book and planning scrutinies, pupil voice and learning walks and regular feedback is provided, to inform on progress and future actions.  

Our children will 


  • Have quick recall of facts and methods thus preparing them for the next stage in their education. 

  • Be able to apply and make connections in their mathematical knowledge to a range of different real-life scenarios. 

  • Be confident to have a go and learn from mistakes that both they and their peers make. 

  • Be on track to achieve the expected standard or above. 

Useful Websites

Learning to count | Oxford Owl

Paul Repper discusses how to help your child learn to count using counting songs, counting games and other counting activities.

Activities to try at home

Illustrated Tree Background