Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

(National Curriculum 2014)

The aims of the 2014 National Curriculum are for our pupils to:

Become fluent in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time.

Develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.   Reason mathematically; follow a line of enquiry, conjecture relationships and generalisations.

Develop an argument, justification and proof by using mathematical language.

Problem solve by applying knowledge to a variety of routine and non-routine problems. Breaking down problems into simpler steps and persevering in answering.

The National Curriculum sets out year-by-year programmes of study for key stages 1 and 2. This ensures continuity and progression in the teaching of mathematics.

The EYFS Statutory Framework 2021 focus on developing a strong grounding in number is essential so that all children develop
the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial
reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

The purpose of mathematics in our school is to develop:

positive attitudes towards the subject and awareness of the relevance of mathematics in the real world competence and confidence in using and applying mathematical knowledge, concepts and skills

an ability to solve problems, to reason, to think logically and to work systematically and accurately initiative and motivation to work both independently and in cooperation with others confident communication of maths where pupils ask and answer questions, openly share work and learn from mistakes

an ability to use and apply mathematics across the curriculum and in real life

an understanding of mathematics through a process of enquiry and investigation


We aim to provide a stimulating and exciting learning environment that takes account of different learning styles and uses appropriate resources to maximise teaching & learning.

Careful planning and preparation ensures that throughout the school children engage in:

  • practical activities and games using a variety of resources
  • problem solving to challenge thinking
  • individual, paired, group and whole class learning and discussions
  • purposeful practise where time is given to apply their learning
  • open and closed tasks
  • a range of methods of calculating e.g. mental, pencil & paper and using a calculator
  • working with computers as a mathematical tool

Through our creative approach to teaching and learning we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas.

Years 1-6 use the White Rose Maths Hub schemes of learning as their medium term planning documents.

These schemes provide teachers with exemplification for maths objectives and are broken down into fluency, reasoning and problem solving, key aims of the National Curriculum. They support a mastery approach to teaching and learning and have number at their heart. They ensure teachers stay in the required key stage and support the ideal of depth before breadth. They support pupils working together as a whole group and provide plenty of time to build reasoning and problem solving elements into the curriculum.

The schemes of learning support daily lesson planning. Lessons are planned using a common planning format and are monitored for progression by the mathematics subject leader. EYFS planning is based on the medium term plans and delivered as appropriate to individual children with thought to where the children are now and what steps they need to take next this is monitored by the EYFS lead.

Teachers of the EYFS ensure the children learn through a mixture of adult led activities and child initiated activities both inside and outside of the classroom. Mathematics is taught through an integrated approach.

Daily mathematics lessons are inclusive to pupils with special educational needs and disabilities. Where required, children’s IEP’s incorporate suitable objectives from the National Curriculum for Mathematics or development Matters and teachers keep these in mind when planning work. These targets may be worked upon within the lesson as well as on a 1:1 basis outside the mathematics lesson. Maths focused intervention in school helps children with gaps in their learning and mathematical understanding. These are delivered by trained support staff and overseen by the SENCO and/or the class teacher.

Within the daily mathematics lesson teachers have a responsibility to not only provide differentiated activities to support children with SEND but also activities that provide sufficient challenge for children who are high achievers. It is the teachers’ responsibility to ensure that all children are challenged at a level appropriate to their ability.

Positive attitudes towards mathematics are encouraged, so that all children, regardless of race, gender, ability or special needs, including those for whom English is a second language, develop an enjoyment and confidence with mathematics. The aim is to ensure that everyone makes progress and gains positively from lessons and to plan inclusive lessons. Lessons involving lots of visual, oral and kinaesthetic elements will benefit all children including those for whom English is an additional language (EAL).

Differentiated questions are used in lessons to help children and planned support from Teaching Assistants and other adults.

The emphasis in lessons is to make teaching interactive and lively, to engage all children encouraging them to talk about mathematics.

Lessons involve elements of:

  • Instruction – giving information and structuring it well;
  • Demonstrating – showing, describing and modelling mathematics using appropriate resources and visual displays;
  • Explaining and illustrating – giving accurate and well paced explanations;
  • Questioning and discussing;
  • Consolidating;
  • Reflecting and evaluating responses – identifying mistakes and using them as positive teaching points;
  • Summarising – reviewing mathematics that has been taught enabling children to focus on next steps

Children are taught a variety of methods for recording their work and are encouraged and helped to use the most appropriate and convenient. Children are encouraged to use mental strategies and their own jottings before resorting to more formal written methods. Children’s own jottings to support their work is encouraged throughout all year groups.

Feedback on children’s work is essential to ensure they make further progress. Work is marked in line with the school marking policy. Children are encouraged to self-mark their work and given time to make corrections or improvements. Responses to marking are made as close to the work as possible, ideally during the lesson or at the start of the next lesson.

Assessment is an integral part of teaching and learning and is a continuous process. Teachers make assessments of children daily through;

  • regular marking of work
  • analysing errors and picking up on misconceptions
  • asking questions and listening to answers
  • facilitating and listening to discussions
  • making observations

These ongoing assessments inform future planning and teaching. Lessons are adapted readily and short term planning evaluated in light of these assessments.


Termly assessments are carried out across the school using the assessment materials for each year group provided by NTS assessments. These test papers also help to support interventions through Shine Mathematics.