Kader aims for all children to gain confidence, self-esteem, respect, a passion for learning and most of all the belief that their learning holds no boundaries and they can become…the best that they can be.

Our mathematics’ vision is to promote curiosity, enjoyment and a love and thirst for challenge and learning. It is ambitious and creative, empowering our children to become independent, resilient and successful mathematicians.


At Kader we recognise that Maths is a journey and a process. We encourage a child centred approach to Maths so that our children know more, remember more and as a result understand and can do more.

We want all our children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach.

We aim to give each pupil a chance to believe in themselves as mathematicians and develop their powers of resilience and perseverance when faced with mathematical challenges.

We aim for our children to become fluent in the fundamentals of mathematics, making those rich connections, including through varied and frequent practice with increasingly complex problems over time, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly over time.

We recognise that mathematics underpins much of our daily lives and therefore is essential skill, helping to ensure that our children continue to aspire and become successful in the next stages of their learning.

We aim to provide a curriculum that allows our children to use mathematics in a variety of contexts, allowing them to transfer skills and apply their knowledge to promote learning across all subject areas.

 Is in line with the expectations in the National Curriculum 2014.


We use three key principles to deepen pupils’ understanding:

1. Conceptual variation and understanding
2. Language and communication
3. Mathematical thinking

  • Regular staff CPD to upskill all teaching and learning staff.
  • Regular moderation exercises with PiXL mini entry and exit tests. Using DTTR as an assessment tool to Diagnose, plan a Therapy, Test and then Revisit.
  • Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class.
  • Use of planning tools based on MSTA frameworks to make formative and summative judgements and plan for future teaching and intervention – this document in conjunction with a range of other useful resources such as White Rose, Maths Shed, NCETM, NRich and Focus Maths.
  • Explicit teaching of mathematics vocabulary
  • Regular revisiting of vocabulary terminology within DART sessions
  • Deliberate practise to develop fluency in conceptual and procedural variation.
  • Daily ‘5 a day’ activities to ensure the retention and recall of learning, both old and new.
  • The systematic teaching of number and place value has a high priority, as does their competency in developing their understanding of the four rules.
  • Swift intervention for those struggling with specific objectives.
  • Provide support for parents with regards to their child’s mathematical age related expectations including use of workshops, strategy-sharing via school website and regular contact.
  • Conquer maths is used from Year 2 to year 6, creating that link between home and school. Children can complete homework tasks or work on their own competencies to achieve awards.
  • Times Table Rock Stars is used, both at home and at school, to develop children’s knowledge, skills and rapid recall of facts.

We strive to ensure that our children’s attainment in Mathematics is in line with or exceeding their potential when we consider their varied starting point. We measure this carefully using a range of materials, but always considering Age Related Expectations.

We intend that that our children will be academically and mentally prepared for their next stages of life – Reception, KS1, KS2, Secondary school, college or Modern Britain and the work place.

They will understand the relevance of what they are learning in mathematics and how it links to everyday life.

In the Early Years, a mixture of child-initiated and quality teacher-led learning enables the vast majority of pupils to progress seamlessly onto the National Curriculum by achieving their Early Learning Goals in mathematics.

We strive to develop a life-long love of learning and mathematics and the skills to play an active, creative, responsible role in society.