Beighton Nursery and Infant School

Beighton Nursery and Infant School
Beighton Nursery and Infant School



At Beighton, we teach a mastery approach to mathematics using the White Rose Maths scheme, as well as using resources and planning from Master the Curriculum. We place immense importance on place value and understanding number, as well as fluency in mathematics. It is crucial that children leave Beighton with a solid understanding of place value and number, and that they can manipulate number knowledge and facts.


Our approach is based on the principles of number, depth, collaboration and fluency and we deliver this via an approach which uses concrete, pictorial and abstract techniques.

The Early Years Framework states that:

 developing a strong grounding in number is essential

 children should be able to count confidently

 children develop a deep understanding of the numbers to 10

 children understand the relationships between, and the patterns within, those numbers

The National Curriculum states that all children should:

 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

 reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

 can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


At Beighton, we believe that competency in number is at the heart of mathematics. We ensure that children are confident with numbers and numerical patterns, which allows children to develop deeper understanding of mathematical concepts. Children are given many practical opportunities to explore numbers, including planned coincidental opportunities, real world opportunities, and through the use of concrete resources. They are also given rich opportunities to explore space, shape and measure, to ensure that they are developing their understanding and reasoning skills.

In the Early Years, they have access to many hands on, repetitive activities that allow them to gain a secure understanding of each number as the progress. Instead of simply learning that the numeral 5 represents five objects, for example, the children will also learn that five is composed of two and three or four and one or five lots of one. This ensures that the children focus on acquiring a great depth of understanding in order to build strong foundational number knowledge.

In Key Stage One, the children continue to access practical resources in order to support their progress in mathematics. Children are given ample time to explore concepts by using concrete resources, including Numicon, base ten, counters and multi-link, before moving on to visualising these concepts using pictorial representations. The emphasis placed on a concrete, hands-on approach, ensures that children become independent learners, who know how to scaffold their own learning and reason about their learning.

YN Overview

YR Overview

Y1 Overview

Y2 Overview

Whole School Progression