Numeracy

At Leopold Primary School we use the four maths proficiencies comprehension, fluency, reasoning and problem solving to build students' mathematical capabilities. Students experience authentic tasks that prepare them for the real world. They learn content in a way that enables them to apply their understandings to other concepts and make connections between different parts of mathematical learning. 

Students at Leopold Primary School:

• Establish expectations and routines during maths lessons
• Develops a LOVE of maths
• Understand that maths is THINKING, EXPLORING and COMMUNICATING
• Establish mathematical practices and learn to think like a mathematician & 
• Understand that maths books are used as a window into your brain, to track and communicate their thinking. 

Mathematics Daily Review – Leopold Primary School
The Mathematics Daily Review at Leopold Primary School also takes place over 10–15 minutes daily and is designed to provide spaced practice and consolidation of concepts across key areas of the mathematics curriculum. Each review revisits content from the five to six core strands—Number and Algebra, Measurement, Space, Statistics, and Chance. Teachers use this time to revise mental strategies, review number facts, revisit key vocabulary, and reinforce efficient methods for calculations and measurement. Students engage in quick, purposeful tasks that provide multiple exposures to key mathematical concepts, promoting automaticity and flexible thinking. By revisiting a broad range of content regularly, students strengthen their foundational understanding, make connections between mathematical ideas, and are better equipped to transfer skills into new contexts. This routine supports long-term retention and helps address misconceptions before they become embedded.

Maths Fluency – Leopold Primary School
Daily maths fluency sessions at Leopold Primary School focus on developing quick, flexible, and accurate thinking in key number areas. The purpose is to strengthen students’ number sense (an intuitive feel for numbers and their relationships), counting skills (forwards, backwards, skip counting), and foundational operations such as addition, subtraction, and multiplicative thinking (recognising and applying patterns in multiplication and division). Students engage in short, targeted activities and games that allow for repeated, meaningful practice. Working in fluid groupings, students receive differentiated tasks that match their current level of fluency and are encouraged to explain their thinking and strategies. They also track their progress through data collection such as quick checks, strategy usage, and fluency benchmarks. This regular exposure builds confidence, promotes deeper mathematical understanding, and prepares students to apply their knowledge to problem-solving with greater ease and accuracy.