Mathematics at Cooper Perry
At Cooper Perry, we strive for all children to develop a thirst and enthusiasm for learning mathematics. Our intent is for every child to become a confident and capable mathematician, equipped with the knowledge, skills and vocabulary needed to succeed throughout their education and beyond. We want to inspire and excite children in their learning, helping them to learn more and remember more so that they can apply their understanding confidently as they progress through Cooper Perry and into their future learning.
Mathematics is taught using a mastery approach, where children develop a deep and secure understanding of key concepts through small, carefully sequenced steps. Rather than accelerating pupils quickly through new content, we focus on depth, reasoning and the ability to apply skills across a range of contexts. This approach ensures that all children, regardless of starting point, are supported to achieve and make strong progress. The teaching of mathematical vocabulary is given high priority, providing children with a progressive and coherent pathway through their learning and enabling them to clearly explain and justify their thinking.
From EYFS through to Year 6, we follow the White Rose Maths small steps curriculum, ensuring full coverage of the National Curriculum. Teaching is underpinned by the Concrete–Pictorial–Abstract approach, where children are introduced to new concepts through the use of practical resources before moving on to pictorial representations and abstract methods. This approach allows teachers to adapt lessons to provide appropriate challenge and support, ensuring learning is inclusive and accessible for all pupils.
Formative assessment is an integral part of every maths lesson. Teachers regularly check pupils’ understanding throughout lessons to inform teaching, address misconceptions and provide immediate feedback. Where children require additional support, fluid intervention is used to close gaps and reinforce learning. In Key Stage 2, EP Maths Intervention is also used to support pupils in strengthening their visual and oral understanding of mathematical concepts.
Retrieval practice plays a key role in helping children remember and build upon prior learning. This is embedded through the CONNECT element of each lesson as well as through planned monthly retrieval sessions. To further develop fluency and confidence, children use Numbots in EYFS and Key Stage 1, and Times Tables Rock Stars in Key Stage 2, both in school and at home.
As a result of our approach, pupils at Cooper Perry develop strong fluency, reasoning and problem-solving skills. They are confident in using mathematical vocabulary, can apply their knowledge in a range of contexts and show resilience when tackling challenge. Our children leave Cooper Perry well prepared for the next stage of their mathematical journey.
Supporting maths learning at home is an important part of helping children succeed.
- In EYFS and Key Stage 1, children benefit from practising representing amounts within 10, such as showing numbers using objects or fingers, and developing their ability to subitise by recognising amounts without counting. As they progress, secure recall of number bonds within 5 and 10 is essential.
- In Key Stage 2, children benefit from practising number bonds to 10, 20 and 100, as well as learning and recalling times tables up to 12 × 12.
- KIRFs homework also supports the development of fluency and confidence in key mathematical facts.
Useful links for fluency practise -