Mathematics

Mathematics at Elm Tree is bespoke and assessment led. We do not use one published scheme as the basis for planning; instead, teaching is informed by ongoing assessment and careful analysis of pupils' strengths and gaps in learning. Curriculum overviews are reviewed annually in response to learning successes and emerging challenges, ensuring that content remains relevant and responsive to pupil needs. In addition, following focused PiXL review weeks, planning is revisited and adapted to address identified misconceptions and gaps, ensuring that no child is held back and that misunderstandings are tackled before they become embedded.  

Arithmetic is the key priority within mathematics at Elm Tree. Leaders recognise that secure arithmetic fluency underpins success across all areas of mathematics and therefore place a strong emphasis on developing pupils' accuracy, efficiency, and confidence in calculation. The arithmetic and focus on number begin early with EYFS and Key Stage 1 using a ‘mastering number’ approach in addition to the daily maths lesson.   

At Elm Tree we use an approach called "I do, We do, You do." New concepts are first explicitly modelled by the teacher, with mathematical thinking and reasoning made visible. Pupils then practise alongside the teacher through guided examples before applying their learning independently. This approach enables misconceptions to be identified and addressed early, supports pupil confidence and promotes secure mathematical understanding 

Worked examples are used strategically to model mathematical thinking, methods, and reasoning before pupils move to independent practice. Teachers explicitly demonstrate how to solve problems, verbalising their thinking, and highlight key mathematical concepts, vocabulary, and potential misconceptions. Examples are carefully sequenced from simple to more complex, allowing pupils to see connections between concepts and develop confidence before tackling increasingly challenging tasks. Worked examples are also used to address misconceptions by comparing correct and incorrect methods, encouraging pupils to explain errors and justify their thinking.  

Challenge is through depth rather than acceleration. Teachers provide opportunities for pupils to reason, justify, prove, investigate patterns, and apply their learning to increasingly complex problems. Ongoing assessment ensures that pupils are challenged appropriately and that teaching builds on what they already know, preventing repetition and securing strong progress.