In Maths, we aim to equip all pupils with the ability to think independently in applied and abstract ways. By finding connections, children can learn to reason, solve problems and assess risk. We want our children to see Maths as a creative and powerful discipline, with its own unique language. We provide all children with a high-quality mathematics education, to be used as a foundation for understanding the world. We support children in developing the ability to reason mathematically. We want them to grow a love and appreciation for the beauty and power of Maths, and an instilled sense of enjoyment and curiosity about the subject.

Our Curriculum reflects the ethos and aims of the school as well as the context from which our children derive. This means that our curriculum provides the necessary building blocks to develop the necessary knowledge and skills, whilst also promoting British Values, healthy lifestyles and mental well-being, plus excellent behaviour and attitudes. It is underpinned with a large emphasis on SMSC development, a strong practical outworking for others in line with our Christian ethos, whilst also building character and readiness for the next stages of education and the learning journey beyond.

To find out more about our intent, implementation & impact for Maths, please open: 

Our curriculum for Maths

IMPLEMENTATION – Maths Planning & Sequencing of Knowledge & Skills:

To find out how Maths is planned and sequenced in order that our children can progress through the building blocks for learning, please click below:

Maths Curriculum Overview

Maths Overview - Progression Document


Maths Policy 2020-22

Aims of the National Curriculum in Maths:

The aim for Maths in the national curriculum is for pupils to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

To find out more information about the National Curriculum for this subject and others, please click here

Learning Experience: What is the breadth of experience provided for our children?
  • Quality First teaching: variety of teaching styles, varied stimulus
  • Quality Resources: a wide range of practical maths equipment, computers, iPad’s, online resources & programmes, schemes of work, text books
  • Visits/Visitors: e.g. Happy Puzzle Company
  • Experiences: Maths club (teacher led), Maths Week, regular use of  our local surroundings, Maths quiz SHU, TTRockstars, 5-a-day, Big Maths regularly each week.
Resources: What resources are used to support the teaching & learning of this subject?
  • Varied resources to support all Maths objectives in a practical and engaging way (e.g. clock faces, dice, Cuisenaire rods)
  • Numicon
  • Base 10
  • Published schemes/materials (White Rose, Numicon, Big Maths)
  • Online resources & programmes (TTRockstars, Maths Prodigy)
  • Published schemes (Numicon, White Rose, Target Maths)
  • Self and teacher assessment materials
  • -learning tests
  • Calculation posters/policy
  • Bar modelling posters.
Links with other Subject Areas: What links are made between this & other subject areas?

Links are made with other subject areas wherever possible and maths skills are often taught via other subject areas, particularly science and computing.

IMPACT of our Maths Curriculum:

We aim for our teaching of Maths to have a great impact on the lives of our children not only academically, but also in laying the foundations for social mobility through the promotion of British Values and SMSC and getting them ready for the next stages of their education.

Readiness for Next Stage of Education: How does this subject prepare our children for the next stage of their educational journey at secondary school & beyond?

We endeavour to ensure that the sequence of content enables our children to progress whilst they are with us, but also to provide the building blocks necessary to build on at secondary school and their learning journey beyond. Underlying all of this is our emphasis on Leaning Culture which provides the underlying principles of attitude, resilience and character.

Promotion of Social Mobility: How does this subject promote social mobility?

Our aim is that no child is disadvantaged by their background situation and that, as a school, we provide everything that a child needs so that there are no gaps in mathematical learning. As a result, we ensure that children have a broad range of curriculum experiences, free access to a wide variety of resources, regular opportunities to engage in practical mathematical investigations and exposure and opportunity to use the correct mathematical vocabulary to express themselves. We believe that the language of mathematics should have no social or economic barriers.

Promotion of British Values & SMSC: How does this subject promote British Values & SMSC?

Through our rich and varied curriculum, we ensure that our children are well equipped for life in modern Britain and, through subject linkage have an excellent understanding of Democracy, the Rule of Law, Responsibility and Liberty, Mutual Respect plus Tolerance of those of different faiths and beliefs. Our Curriculum is driven by SMSC Development and, as a result, pupils thrive – enjoying their lives, learning and want to make a difference for others.

Assessment: How is Maths assessed?
  • Teacher assessment
  • Pre-learning tasks
  • Formal assessment – end of unit and end of year
  • Marking
Monitoring & Evaluation: How do we know we have been successful?
  • Lesson observations
  • Work scrutiny
  • Discussions
  • Timetables
  • PDM’s
  • Data analysis
Long Term Memory: How Maths impacts on long term memory?
  • Revision & recapping
  • Success Criteria
  • Feedback to children
  • Repeated recall
  • Curriculum Displays
  • Links & connections with other subject areas plus old and new knowledge
  • Discussion
  • Passports to success