Springfield House Community Special School

PROUD of our Roots

Mathematics at Springfield 



What do we want our pupils to experience through Springfield maths curriculum?

  • The Mathematics National Curriculum
  • A focus on functional maths such as number, money, time and problem solving.
  • To understand why maths is important in their lives, including lots of mathematical and real-life problem solving
  • Maths that is linked to their interests and real-life situations.
  • Smaller steps of learning within, and over, a sequence of lessons which pupils work towards and build into their long-term memory.
  • Opportunities to develop a secure understanding of early number which they can build upon
  • Opportunities to understand and experience Maths learning in different ways, using different resources, objects, situations
  • Opportunities to develop their mathematical vocabulary


How is this delivered?

Our schemes of learning are taken from the White Rose Maths, who believe in creating; 'a culture that produces strong, secure learning and real progress.'

Children in Springfield learn through the explicit teaching of small steps, operating under one learning objective. Within this, mathematical, conceptual knowledge is deepened through effective questioning. This is supported by the explicit teaching of mathematical vocabulary and exposing children to conceptual and non-conceptual variation. Greater depth is secured through children making mathematical connections through refined skills in reasoning.

During lessons we use the CPA (Concrete, Pictorial and Abstract) method, which involves using actual objects for children to add, subtract, multiply or divide. They then progress onto using pictorial representations of the object, and ultimately, abstract symbols. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. 

Concrete is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life by allowing children to handle physical objects themselves. Every new abstract concept is learned first with a ‘concrete’ or physical experience. We use a range of practical resources such as Numicon to support this stage of learning and link our pupils thinking to the next stage.

Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem. Building or drawing a model makes it easier for children to grasp concepts they traditionally find more difficult, such as fractions, as it helps them visualise the problem and make it more accessible.

Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols, for example +, –, x, / to indicate addition, multiplication, or division.

Skills are arranged hierarchically through the curriculum. Learning will focus on filling gaps as well as moving forwards.

We believe children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts. If all children aim high in mathematics, we will achieve excellence, together.


Page Downloads: Click the links below to view the documents


Year group Maths overviews

  Maths Progression

Calculation Policy

Maths Parent Guide - Year 1

Maths Parent Guide - Year 2

Maths Parent Guide - Year 3

Maths Parent Guide - Year 4

Maths Parent Guide - Year 5

Maths Parent Guide - Year 6

Times Tables home learning

Key Maths vocabulary