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Mathematics at Ashton Gate

Mathematics is a creative, connected and experimental discipline which helps us to see the world in new ways. We want all pupils at Ashton Gate to experience the beauty and power of mathematics and to develop a sense of ‘awe and wonder’ at its relevance to the world around them. We believe all children can achieve in mathematics, using the ‘habits of a marvellous mathematician’ to promote positive mathematical attitudes alongside knowledge. We teach for a secure, deep and connected understanding of concepts and provide challenge through rich and sophisticated problems.



We aim for all pupils to:

  • Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Solve problems by applying their mathematics to a variety of contents with increasing sophistication, including in unfamiliar contexts and real-life scenarios
  • Reason mathematically by following a line of enquiry, and develop and present a justification, argument or poof using mathematical language



We achieve this through a focus on:

  • A mastery lesson structure which allows for all learners to move together through content, flexibly accessing support or challenge as needed.
    • Immediate support is available for slower graspers. This is provided in class using flexible grouping based on continuous assessment, supported by out-of-class intervention where necessary. All support is based on a CPA approach.
    • All learners have the daily opportunity to access deep and challenging content, including reasoning tasks based on misconceptions and application of their learning to new contexts.
  • Positive and inclusive attitudes towards maths as a creative and investigative discipline. The ‘habits of a marvellous mathematician’ are promoted within classrooms and across the school in order to encourage mathematical attitudes and behaviours alongside robust mathematical knowledge.
  • An assessment system which encourages teachers to be curious and proactive about the learning that is taking place in their classroom. This includes an ‘exit ticket’ assessment cycle designed to empower teachers to gain genuine information about knowledge retention and to act upon any gaps. At the end of each year, robust formative assessment models are applied in order to track attainment and progress, which are submitted to SLT and the maths lead.
  • Daily arithmetic sessions (maths meetings) designed to consolidate prior learning and encourage automaticity and fluency in number, including mental and written methods. Maths meeting content is drawn from a standardised whole-school arithmetic curriculum, assessed regularly with a view to both formative gap analysis and summative tracking by SLT.
  • A CPA approach, in which manipulatives and representations are carefully chosen and used every lesson to reveal the underlying structure of the mathematics.
  • An environment where mathematical vocabulary is woven into the fabric of the learning and visible in the environment. Children are able to use mathematical vocabulary to discuss and reason about concepts using appropriately challenging verbal and written scaffolding.



Students at Ashton Gate are:

  • Confident and capable mathematicians with fluency, reasoning and problem solving skills which build throughout the school.
  • Enthusiastic and interested in mathematics. Prepared to take risks and try new things in order to succeed.