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Mastering Number (Embedding the Impact)

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Learn more about the programme on the NCETM website.

Who can take part?

​This community is open to subject leaders from all 2025/26 Mastering Number at Reception and KS1 schools and Mastering Number at Reception and KS1 schools from previous cohorts that have not yet participated in this community. All participating schools need to be engaged in a 2026/27 Teaching for Mastery Work Group (or have a formal expression of interest in working with the hub on teaching for mastery in future years).

What is involved?​

This programme will support maths leads to understand how to embed effective practice in Reception and into Key Stage 1, to ensure all pupils have the best start in life. One nominated Lead Teacher will act as a Mastering Number Lead to engage in the Community and will receive support to make Mastering Number a permanent element of the school curriculum.

Mastering number embedding the imapact

The maths lead will work collaboratively in an online community, attend three termly NCETM-led sessions and two hub-led sessions. They will continue to explore the materials for Reception and KS1, and support colleagues in these year groups to embed Mastering Number in their classes. They will also support colleagues to embed mastering number in their school.

The Year 3 teacher(s) will be expected to use the teaching materials provided in their class(es), as part of a 10-15 minute fluency session, four days a week; this is in addition to the main maths lesson. They will work closely with the maths lead to ensure that all pupils meet the relevant ready-to-progress criteria related to fluency in additive facts.

What is the cost?

This project is fully funded by the Maths Hubs Programme so is free to participating schools.

What are the intended outcomes?

Pupil outcomes

Pupils will:

  • develop fluency in calculation and a confidence and flexibility with number that exemplifies good number sense
  • be able to communicate their mathematical ideas clearly
  • show confidence in exploring additive relationships
  • make good progress towards the Early Learning Goals and year group expectations
  • demonstrate a positive attitude towards maths
  • demonstrate a willingness to ‘have a go’.

Whole-school/departmental policies and approaches

Participants will work with their colleagues with the intention that:

  • the school leadership team models an expectation that all children develop the knowledge, understanding, skills and attitude/confidence to ensure they can access learning in each year group
  • the school leadership team can demonstrate an understanding of how EYFS pupils progress in their knowledge and understanding of maths concepts and support planning for intentional learning in EYFS, Year 1 and Year 2 provision
  • the school leadership supports the Year 3 teacher to secure pupils’ additive facts in Year 3, using materials centrally provided
  • the school makes plans to build on the learning of the first year of involvement to embed and sustain the practice in future years.

Practice development

Participants will:

  • support colleagues to develop and refine the use of pedagogical and assessment strategies that support the development of fluency in additive facts for all pupils.

Professional learning

Participants will:

  • develop their understanding of the Mastering Number materials for Reception and Key Stage 1, and Year 3
  • develop their understanding of a range of pedagogical strategies, including spatial reasoning skills that can be used to support pupils
  • support the Year 3 teacher(s) to secure pupils’ additive facts, using materials provided for Year 3
  • secure an understanding of the mathematical age-related expectations including expectations of the Early Years Framework and the meaning of the Early Learning Goals.