Bradley Barton Primary School and Nursery All inspired to learn and inspired learning for all.

What does maths look like from EYFS to Year 6?

Planning—Years 1 to 6


From Years 1—6, we use the NCETM’s (National Centre for Excellence in the Teaching of Mathematics) prioritisation documents. These documents combine the DfE’s (Department of Education) guidance on curriculum prioritisation with supportive classroom resources.

The resource covers the full mathematics national curriculum whilst prioritising the areas covered by the ready-to-progress criteria from the DfE guidance. Teachers use the ready-to-progress assessment sheets (from Jan 2022) to elicit areas of strength and development which help them plan for and focus on key children during particular units. Teachers adapt the NCETM powerpoint slides and create tasks that are engaging and challenging for children to complete within lessons.


In Nursery and Reception, teachers are continuing to use the White Rose scheme of learning to plan our lessons alongside the Development Matters document. Teachers are beginning to intertwine the NCETM materials into their planning with a view to move to using NCETM materials in the future, like the rest of the school. This year, we have started the NCETM Mastering Number Programme and the NCETM Developing Reasoning Course, which will provide us with the knowledge and teaching skills to shift over to NCETM once we are confident to do so. 


Teachers use a range of assessment for learning techniques to ensure planning challenges all children. Objective Led Planning (OLP) is used weekly to assess children against objectives and to plan for individual next steps. EYFS teachers plan for the week, however they adapt lessons, by annotating planning throughout the week, to cater for children's needs. All EYFS teachers and LSAs are trained to use Tapestry to evidence children's maths learning and this evidence is used to inform half termly assessments. When assessing whether an individual child is at the expected level of development in mathematics, teachers draw on their knowledge of the child and their own expert professional judgement and are not required to prove this through collection of physical evidence. Teachers observe and deepens children's learning through continuous provision where maths activities can be accessed.