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Rochford Primary & Nursery School

South East Essex Academy Trust (SEEAT)

At Rochford Primary, we follow the ‘White Rose’ pedagogy which breaks maths down into topics and allows time to fully embed mathematical concepts. Once key skills have been mastered, children move on to reasoning and problem solving activities ensuring they develop a mastery of mathematics.

A main lesson is taught every day and this is supplemented by a shorter 20 minute ‘Quick Maths’ session which allows time to revisit, rehearse, recap, pre-teach and consolidate topics already covered, increase speed and efficiency when calculating, practise times tables and improve mental maths skills.
In every classroom, a maths 'zone' displaying key vocabulary, modelled examples, challenges and reminders supports the children’s learning and encourages mathematical talk and discussion.
There are five big ideas that underpin maths mastery. 


Teaching is designed to enable a coherent learning progression through the curriculum, providing access for all pupils to develop a deep and connected understanding of mathematics that they can apply in a range of contexts.

Representation and Structure

Teachers carefully select representations of mathematics to expose mathematical structure. The intention is to support pupils in ‘seeing’ the mathematics, rather than using the representation as a tool to ‘do’ the mathematics. These representations become mental images that students can use to think about mathematics, supporting them to achieve a deep understanding of mathematical structures and connections.

Mathematical Thinking

Mathematical thinking is central to how pupils learn mathematics and includes looking for patterns and relationships, making connections, conjecturing, reasoning, and generalising. Pupils should actively engage in mathematical thinking in all lessons, communicating their ideas using precise mathematical language.


Efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils’ minds to think deeply about concepts and problems, but fluency demands more than this. It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems.


The purpose of variation is to draw closer attention to a key feature of a mathematical concept or structure through varying some elements while keeping others constant.

  • Conceptual variation involves varying how a concept is represented to draw attention to critical features. Often more than one representation is required to look at the concept from different perspectives and gain comprehensive knowledge.
  • Procedural variation considers how the student will ‘proceed’ through a learning sequence. Purposeful changes are made in order that pupils’ attention is drawn to key features of the mathematics, scaffolding students’ thinking to enable them to reason logically and make connections.



Superhero Challenges (Multiplication Tables)

 Multiplication tables are taught and practised regularly across all year groups, using Times Tables Rock Stars and Superhero Challenges to engage the children.

BatmanHawk-GirlThorBlack-WidowSupermanCatwomanIronmanWonder WomanThanos

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