Mathematics intent, implementation & impact statement



Mathematics is an important creative discipline that helps us to understand and change the World. We want all pupils at Longney C of E Primary Academy to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject.

At Longney C of E Primary Academy, we foster positive ‘can do’ attitudes, believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts. We use mistakes and misconceptions as a key part of learning and provide challenge through rich and sophisticated problems before acceleration through new content.

We aim for pupils to:

  • have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics;
  • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
  • can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language;
  • can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.



Our mathematics curriculum is taught in line with ‘GlowMaths’ & ‘CanDoMaths’ coverage, a Gloucestershire wide initiative, which ensures full coverage of all the mathematics knowledge and skills the children need in order to achieve their full potential across key stage 1 and 2.

Our unit planning is based on the National Curriculum Statements and grouped into ‘Themes’. Each unit is divided into manageable steps, which are taught lesson by lesson. This gives staff a clear, easy to follow road map and ensures pupils receive full coverage of the National Curriculum.

The schedule of mathematics teaching at Longney C of E Primary Academy follows the framework below.


Mathematics Lesson

M/T/W/T/F (45 minutes)

 Learning Together

Support & Challenge


With further support provided through:

  • Maths on Track Meetings
  • Daily fluency sessions with a flexible, varied focus. 




Mathematics Lessons Design


Typical lesson design:

  • Engaging hook into the focussed learning considering the question 'What do we notice?'
  • introduction & key learning point with stem sentences introduced (manageable step)
  • teacher modelling new learning
  • practice together as a class (supporting and challenging understanding)
  • ‘Do it’ – up to five examples (three standard & 2 non-standard)
  • ‘Secure it’ – one or two misconceptions (true/false, spot the mistake…)
  • ‘Deepen it’ – solving problems and/or applying to new situations
  • lesson recap



Longney C of E Primary Academy has a supportive ethos that empowers pupils to develop their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The CanDoMaths programme addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. In addition, we measure the impact of our curriculum through the following methods:

  • ‘Remember Its’ – standardised tests for each half term, the questions have been designed to, not only establish subject knowledge, but to establish the format of questions that requires the most practise/support
  • QLA's – data collection and analysis that enables teachers to easily see where pupils are (collectively, and individually) in need of more input - for both the content and the types of questions asked. This knowledge feeds into the planning of MOT Meetings
  • Unit quizzes of multiple-choice questions
  • ‘Ready To Progress’ tests throughout the year 


At Longney C of E Primary Academy regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards.