Preston Park Primary


At Preston Park we love mathematics. 

We teach our children to appreciate the beauty of mathematics in both nature and as a human accomplishment. We provide the opportunity to aspire to future careers in science, technology, engineering, art and mathematics (STEAM) fields. In teaching mathematics we want our children to:

  • learn about and appreciate diversity in human thinking and accomplishments throughout history and around the world;
  • see the role of mathematics in their daily lives, their community practices and their cultural backgrounds;
  • understand, analyse, critique, and take action regarding important social and political issues in our world, especially issues of injustice.

Our Mastery approach

We have developed a personalised curriculum which embeds the mastery approach to mathematics whilst ensuring greater depth is opportunities are crafted in all lessons using SOLO taxonomy.

At the centre of our mastery approach to the teaching of mathematics is the belief that all children will succeed in being numerate members of society.  Developing a 'Mathematical Mindset' in every child enables them to proactively self-regulate and take ownership of their learning through metacognition. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling varied and challenging problems. 


 Maths hub - we are leading the way...

      We lead on sharing best practice effectively 

We are proud members of NCETM's Central and West London Maths Hub and host Teacher Research Groups (TRG) with local London schools. 

Through this collaboration, we continue to improve our bespoke maths curriculum in order to best suit the needs of our children.  We do not follow a set scheme; instead we utilise the best resources available including NCETM resources, NRICH, White Rose Maths and Maths No Problem.

Our approach in more detail 

In developing the mathematical mindset with calculation strategies, pupils must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations to ensure fluency and depth of understanding. Maths skills can only be fully embedded and mastered if children are able to apply them in a range of contexts. Children are taught to apply arithmetic fluently to all strands of mathematics: measures, geometry and statistics. The ultimate aim in our Maths teaching is to ensure that children become competent and adaptable problem solvers. Children are taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.

The principle of the concrete-pictorial-abstract (CPA) approach is that for pupils to have a true understanding of a mathematical concept, they need to master all three phases. Reinforcement is achieved by going back and forth between these representations. Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Solo Taxonomy

Throughout our curriculum we use a visible learning approach using Solo Taxonomy levels of progression to help pupils take ownership of their learning. The focus is on the development of deep structural knowledge connected with big ideas in order to make connections. Making connections in mathematics deepens knowledge of concepts and procedures, ensures what is learnt is sustained over time, and cuts down the time required to assimilate and master later concepts and techniques. Through the creative curriculum, our pupils very quickly learn the importance of maths in nature and develop confidence in numeracy and other mathematical skills through applying these skills within real life contexts. We challenge all and instil a love of learning by ensuring lessons are exciting, engaging and personalised to every learner.

Teaching for Mastery: The Five Big Ideas

Coherence: Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps

Representation and Structure: Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

Mathematical Thinking: If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others

Fluency: Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics

Variation: Varying the way a concept is initially presented to students, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.