Maths – Statement of Intent

We want all pupils at Poppleton Road to experience the beauty, power and enjoyment of mathematics and develop a curiosity about the subject with a clear understanding. We actively promote this enjoyment through the use of maths through story, embedded problem solving and reasoning throughout each year group and making clear and purposeful links with the wider world.

We foster positive attitudes and we promote the fact that we can all do maths! We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Children’s progress and attainment in these areas is supported by the embedded ethos of CPA within maths and the use of the fantastic four sessions to consolidate their learning.

Progression in Maths at Poppleton Road Primary School

Teaching Mathematics at our school aims to always build upon what the children already know and understand from previous learning. Lessons build on skills, strategies and concepts and a clear map of progression from EYFS to Year 6 is outlined in the document below. We promote the accurate use of mathematical vocabulary in our teaching and explanations to model this language to our children, we then encourage its correct use in all lessons too. Discussions and partner talk plays a major role in all lessons and relevant vocabulary can be seen on working walls, displays and within resources to help learning. Below is a document which highlights terminology and mathematical vocabulary for each stage of learning in our school.

Maths Knowledge Organisers

Mental Maths

At Poppleton Road Primary School we are committed to developing and teaching good mental maths skills.  When a child has good mental maths skills they will demonstrate a good grasp of what numbers represent, can spot patterns and have excellent fluency and recall.  To achieve good mental maths we have a number of strategies and routines embedded throughout the school and teaching of maths.

RaPa CoDa NumBo

In school we use the mnemonic RaPa CoDa NumBo to help the children recall and use the five key mental strategies.  The children learn the names of the strategies, they are introduced to them and then use and apply them to different numbers and problems finding the most efficient and quickest way.

Ra – Round and Adjust

Pa – Partition

Co – Count on

Da – Double and Adjust

NumBo – Number Bonds

Key Instant Recall Facts (KIRFS)

To further develop your child’s fluency and mental maths skills, we have  KIRFs throughout school. KIRFS are a way of helping your child to learn by heart, key facts and information which they need to have instant recall of.

KIRFs are designed to support the development of mental maths skills which underpin much of our maths work in our school. KIRFS are comprised of number facts  such and times tables, prime numbers, number bonds and complements that need frequent practise and rehearsal in order for pupils to recall them quickly and accurately.  As children move onto written calculations, knowing these key facts is invaluable.

Each half term, year groups will focus on a KIRF/S to practise and learn at home and at school.  Maths homework sent home will have at least one focussed KIRF activity.  Children should undertake these regularly as part of weekly homework. You might find that your child may need to work on some of the KIRFs from the previous year as they may not be secure in those yet

Each child has a copy of the KIRFS on their jigsaw at school, they are also available on the maths web page (under this part of the text).

Recall Fact Overview Child

Concrete, Pictorial and Abstract CPA

At Poppleton Road Primary School we use the highly effective teaching method of CPA which develops a deep and sustainable of maths in pupils. It is an essential teaching technique to help children secure a mastery level in maths which builds on a child’s existing understanding.

Concrete Pictorial Abstract (CPA) Explained By Ban Har | Maths – No Problem!

Concrete, Pictorial, Abstract (CPA) is a highly effective approach to teaching that develops a deep and sustainable understanding of maths. Developed by American psychologist, Jerome Bruner, the CPA approach is the mainstay of maths teaching in Singapore. All Maths – No Problem! materials and courses follow this approach.

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Concrete is the ‘doing’ stage. During this stage children use concrete objects to model, investigate and solve problems. The CPA approach allows children to bring the maths to life allowing children to handle and experience physical (concrete) objects.


Pictorial is the ‘seeing’ stage. Here visual representations of concrete objects are used to model, investigate and solve problems. This stage helps children develop and make mental connections between the physical object they have handled and the abstract pictures, diagrams or models that represent the objects from the problem.


Abstract is the ‘symbolic’ stage, where children use abstract symbols to model, investigate and solve problems. Children will not progress to this stage until they have demonstrated a solid understanding of the concrete and pictorial stages of the problem. Children are introduced to the concept at a symbolic level using numbers, notation and mathematical symbols to indicate calculations and problems.

CPA in action!

The following document shows examples of the CPA in the classroom through the four calculations.  These are just some possible resources.

Progression Calculation Policy

Maths Jigsaws

Maths jigsaws are used throughout school. These show the key performance indicators for each stage, which link to year groups.  These indicators show the skills and understanding your child needs to achieve in order to be working securely at that stage.  You will also find another jigsaw in the folders, these have key performance indicators for children to be working at greater depth within this stage (GDS). These jigsaws are easily accessible at the front of the children’s maths books.