At Cambridge Park Academy, we recognise that maths is a critical skill and vehicle for success in the wider world. Understanding maths in the wider world supports greater understanding of life itself and is an essential social tool to serve preparation for adulthood.

We believe that a true understanding of mathematics begins with hands-on, sensory exploration. Learning starts not with numbers on a page, but with the world around us. Your child will explore concepts through play with sand and water, learning about 'full' and 'empty'. They will learn to count by combining groups of their favourite objects, and they will be introduced to fractions in the most practical way possible—by sharing snacks into equal parts. These meaningful, real-world experiences build a solid and lasting foundation for all future learning.

Our curriculum is structured into progressive stages, but this is a journey taken at each child's own pace. We ensure that a skill is secure and understood before introducing the next concept. As confidence grows, children are gradually introduced to the symbols and language of mathematics, like the '+' and '–' signs, to describe the actions they are already able to do. This ensures that abstract ideas are always connected to concrete experiences.

Our ultimate aim is to foster confidence, build independence, and empower your child to use mathematical skills in their daily lives. From exchanging a coin for an item in a role-play shop to sequencing the events of their day, we celebrate every step of progress. This guide is here to show you the path your child will take as they become a confident and capable mathematician

Maths Mastery Flow

The Maths Mastery Flow approach supports all learners, by providing a carefully sequenced journey through mathematical concepts that builds deep, long-term understanding. Lessons progress in small, manageable steps using the Concrete–Pictorial–Abstract (CPA) model, enabling pupils to move from hands-on exploration to visual representation and finally to abstract reasoning. This structured and consistent approach reduces cognitive overload, supports different learning styles, and fosters confidence and independence. The emphasis on depth rather than speed allows all pupils to secure understanding before moving on, while the use of discussion, reasoning, and sentence stems promotes mathematical language and communication skills. Overall, the Maths Mastery Flow creates an inclusive learning environment where every pupil can experience success and develop a secure foundation in mathematics.

Correlation Between Maths Mastery Flow and Concrete/Pictorial/Abstract

 

Maths Mastery Flow Stage	CPA Connection	Purpose
Representation (Developing understanding, mathematically supported)	Concrete → Pictorial	Children manipulate and visualise concepts to understand meaning.
Fluency (Mathematically independent, behaviourally supported)	Pictorial → Abstract	They begin to link models and diagrams with number sentences and symbols.
Probing Questions	Abstract (with reference to Pictorial if needed)	Children develop efficiency, flexibility and accuracy using abstract notation.
Further Extension	Across all CPA stages as needed	Learners select the most useful representation to explain, justify and solve problems
Rich Tasks

Summary of Calculation 

At Cambridge Park Academy, pupils are supported to develop secure conceptual understanding of number and calculation through the maths mastery flow. Many of our learners benefit from working with concrete apparatus well beyond the typical age expectations, as this provides essential sensory and visual support for building mathematical understanding.

Concrete resources enable pupils to:

• Explore mathematical ideas in a hands-on, practical way
• See and feel the structure of number and calculation
• Develop mathematical language and reasoning
• Build secure foundations before moving towards pictorial and abstract representations

Concrete resources that may be found in classrooms:

(This list is not exhaustive and teachers will adapt resources based on themes and appropriateness to pupils)