Maths

At Fairhaven, we aim to develop confident, fluent and independent mathematicians. Our consistent, whole-school approach ensures children build strong foundations, deepen understanding and enjoy mathematical learning. 

​

Lesson Structure 

Every lesson follows a clear, consistent structure: 

1. Revisit and Review – We begin by revisiting prior learning or practising a connected skill to prepare pupils for new concepts. 

2. Learning Objective – The LO is shared with pupils, so they understand the focus and purpose of their learning. 

3. Key Vocabulary and Representations – Any key vocabulary and representations the pupils might hear or see during the lesson are shared. 

4. My Turn (modelled) – The teacher clearly models the new mathematical concept or method using precise language, step-by-step explanations and visual representations.  

5. Our Turn (guided) - Pupils practise the concept together with the teacher or in small groups. They discuss strategies, explain their reasoning and receive support to build confidence and fluency. AfL strategies are utilised to see who is ready to fly and who may require further support.  

6. Your Turn – Pupils (independent) apply their learning independently by solving problems and demonstrating their understanding using the strategies and vocabulary introduced earlier in the lesson. 

7. Challenge – Pupils deepen understanding through our 6Cs: Connect, Curious, Consider, Communicate, Collaborate and Create. 

8. Lightbulb question – A short exit task checks understanding and informs next steps. 

Lagged Arithmetic & Fluency 

We use a lagged arithmetic approach, introducing concepts in arithmetic before they appear in maths lessons. This builds familiarity and confidence. Spaced practice and daily fluency tasks help embed knowledge into long-term memory. Children are tested three times per half term on key facts. We encourage parents and carers to practise KIRFs at home to support progress and confidence. KIRFs are shared in advance for regular practice. 

​

Progression and Consistency 

Our curriculum is carefully sequenced from EYFS to Year 6. Concepts are introduced in small steps and revisited regularly. Consistent models and representations are used across year groups to support mastery. Mathematical vocabulary is introduced progressively across year groups. It is displayed, modelled and used in classroom talk to support reasoning and precision. 

​

Inclusion, Scaffold and Challenge 

We ensure maths is accessible to all learners, including those with SEND and EAL. Strategies include scaffolding, manipulatives, flexible grouping, open-ended tasks and pre-teaching. Lessons are adapted to meet individual needs. 

​

Summative and Formative Assessment 

Assessment is embedded throughout: formative checks during lessons, termly test weeks, half-termly KIRF assessments and self-assessment to build ownership. We also have flexible time within our curriculum to carry out ‘light bulb’ sessions based on assessment. These sessions are dedicated to revisiting learning that pupils specifically need to ensure learning is embedded and it gives further purpose to our assessment.

Homework 

Weekly homework reinforces learning or introduces connected concepts. Tasks support consolidation and prepare pupils for upcoming lessons. 

​

Use of Technology and Manipulatives 

We use platforms like Times Tables Rock Stars and Magma Maths to build fluency and engagement. Teachers also use interactive tools and digital manipulatives to model concepts and track progress. 

​

Catch Up Interventions 

We timetable specific catch up interventions, in additions to our maths lessons, using Numberstacks to ensure gaps in maths knowledge and understanding and being closed.  

​