GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Our Schools

Banbury Region

Banstead Region

Berkshire & Hampshire Region

Caterham Region

Crawley Region

Didcot Region

Epsom Region

London Boroughs

Redhill Region

Sunbury & Camberley Region


Curriculum Overview


At Banstead Infant school we believe that mathematics is a key life skill which equips children with a powerful set of tools with which to understand the world. We provide a hands on approach to mathematics allowing children to demonstrate their knowledge in a variety of different forms through concrete objects, pictorial representations and abstract learning. To become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems in order to apply knowledge accurately. To solve problems by applying their mathematical skills to a variety of problems in an efficient way. To reason by explaining and making links to known facts, whilst demonstrating an understanding of mathematical language. We want our children to gain the skills and knowledge which will lead them to become confident mathematicians. Our intent is to spark curiosity, engage reasoning, secure understanding and deepen maths learning for all.

The National Curriculum for Maths aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in


The teaching of mathematics at Banstead Infant School is based on research and evidence of how pupils best learn and secure knowledge. Learning is delivered in small, coherent steps to ensure access for all. Pupils are explicitly taught number fact fluency which allows them to access other areas of Maths with ease. Representations such as tens frames, rekenreks, number beads, number lines, Numicon, Dienes, place value counter support pupils by revealing the mathematics and allowing pupils to understand the concepts taught. Alongside developing children’s fluency in arithmetic skills, the curriculum requires pupils to reason and think mathematically. At Banstead, we provide opportunities for children to apply their skills and understanding to everyday contexts. Children are encouraged to enquire, deepen and explore their understanding through discussions, investigations and open-ended problems. We encourage our children to talk mathematically as children are always asked to explain their answer using precise vocabulary and generalisations.

Our curriculum is underpinned by the following fundamental principles:

  • Everyone Can Learn Maths to the Highest Level
  • Mistakes are really valuable
  • Questions are really Important
  • Maths is about creativity and number sense                                                                        
  • Maths is about connections and communicating
  • Depth is much more important than speed
  • Maths is about learning not performing
  • Maths is a growth subject, it takes time to learn and it is all about effort.
  • Mathematics will help children in their lives, not because they will see the same types of problems in the real world but because they are learning that maths involves asking questions, noticing relationships and seeking out patterns.

Early Years

In EYFS, the ways in which every child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner. Our young mathematicians will be provided with many exciting opportunities, through planned purposeful play and a mix of adult-led and child-initiated activities. Many opportunities are provided to help our young learners to build firm mathematical foundations.

We follow the NCETM programme, Mastering Number in EYFS, which provides a range of opportunities for the children to become fluent in the fundamentals of mathematics, to reason mathematically in a range of situations and to develop skills in problem solving. Children are explicitly taught the skills of subitising, cardinality, ordinality and counting, composition and comparison.

Key Stage 1

Throughout Key Stage 1, we use the NCETM spines to deliver an inclusive, inspiring and engaging mathematics curriculum, enabling the children to be numerate, creative, independent, inquisitive, and confident. A mastery approach to the National Curriculum ensures the pupils spend a sufficient length of time on each unit so that they are secure using and applying their new skills before moving on to tackle new concepts. The small steps that we have broken our curriculum into enable pupils to deepen their understanding and, as they progress through the curriculum, build and extend their skills and understanding. We also use the NCTEM Mastering Number, which supports our teaching of fluency and mental maths. 

If you were to walk into a Maths lesson at Banstead Infant School, you would see:

  • engaged children working with concrete resources
  • discussion and collaboration as a whole class and with learning partners
  • children making connections with prior knowledge
  • all children using mathematical vocabulary to explain their learning
  • children challenged through problem solving and reasoning activities
  • teachers supporting and challenging learners
  • resilient and determined learners


By the time a child leaves our school we aim for them to be able to approach any problem and use multiple methods to solve or find a solution. Children will be able to explain to a friend how they came up with the answer using resources and mathematical vocabulary. They will have developed their resilience to overcome problems that require them to use a range of different operations or processes. They will be more mathematically observant and have a deeper knowledge of number rather than a superficial understanding. All of this in turn will enable our children to be efficient mathematicians.

Progression Map                    Action Plan

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