Maths Curriculum


Our Maths curriculum is based on what we know is best for our pupils. In maths it our intention to teach a rich, balanced and progressive curriculum which challenges all children to make rich connections across mathematical ideas and understand how essential maths is in everyday life. There is a high emphasis on ensuring children have the necessary key mathematical facts embedded in the long term memory allowing them to become fluent in performing key mathematical processes. Children are given varied opportunities to think logically and flexibly to develop sound mathematical arguments and agreements through reasoning activities using appropriate mathematical vocabulary. The children’s ability to solve problems is nurtured during lessons through exposure to a variety of strategies to ensure the children become well-rounded mathematicians.

National Curriculum

The National Curriculum for mathematics 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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • can 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 seeking solutions.

Coverage and Progression

To ensure the mathematics curriculum is covered across the school, the White Rose Maths Hub schemes of learning are followed in line with the National Curriculum expectations for each key stage across the school.

Foundation Stage

The programme of study for the Foundation stage is set out in the EYFS Framework 2014. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, spaces and measures.

Key Stage 1 & 2

The Programmes of study for mathematics are set out year by year for Key Stages 1 and 2 in the new National Curriculum (2014). The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key Stage 1

The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools). At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1

Lower Key Stage 2

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Upper Key Stage 2

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Teaching and Learning

Across the school from EYFS through to Year 6, children are taught Mathematics within their classes. Through quality first teaching, differentiation, additional adult support within the lesson and bespoke targeted support outside the lessons all children receive the necessary support to reach their true potential.

In each lesson, a clear lesson objective and layered success criteria are used. Working walls in every classroom are used to support current and previous learning through the promotion of key mathematical vocabulary and key subject sticky knowledge. The school’s marking and feedback policy is used to ensure children are provided with constructive feedback to allow all children to progress and time is given for all to respond to feedback. No matter what the ability, we encourage the use of a variety of manipulatives to aid understanding of mathematical concepts.

Maths planning and sequencing of lessons with include the four key areas of maths: fluency, varied fluency, reasoning and problem solving. Every maths lesson starts with 5 minutes counting and 5 minutes arithmetic. There will also be a daily sticky knowledge task which gives children the opportunity to revisit the key mathematical concepts previously taught.

Arithmetic is a vital element of the maths curriculum which provides children in becoming fluent at performing key mathematical processes. To promote this, every year group will deliver one lesson per week solely focused on arithmetic. Targeted support groups will be taught prior to a test taking place. The emphasis to the children will be about progress and bettering their previous score as every child, no matter what their starting point, are encouraged to make progress.
Every child has their own TT Rockstars account to develop multiplication recall and years 3 and 4 have additional lessons to focus on this fundamental skill.

Staff use a variety of resources to enable them to deliver the maths curriculum in an engaging and stimulating way such as Nrich, MathsFrame, Testbase, Target Maths, Classroom secrets, NCETM, Abacus books. This allows children the opportunity to view maths in different ways so they don’t become familiar to one style of questioning.

SEND and Inclusion

We aim to provide for all children so that they achieve as highly as they can in Mathematics according to their individual abilities and starting points. Through half termly pupil progress meetings, pupils or groups of pupils who are under-achieving are targeted and necessary targeted support is put in place to help improve their attainment. More able children are identified and suitable learning challenges provided.

  • Children with identified SEND in Mathematics receive targeted support.
  • Children who are identified as having additional needs with mathematics, receive extra support and one-to-one reading sessions in school.
  • More able children in mathematics are identified and challenged appropriately in lessons

Equal opportunities
All children are provided with equal access to the maths curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.


  • Teachers seek to take advantage of opportunities to make cross-curricular links where relevant. They plan for pupils to practise and apply the skills, knowledge and understanding acquired through maths lessons to other areas of the curriculum.
  • Challenges for more able pupils are provided within maths lessons or in addition through a range of wider opportunities e.g. More Able Maths Days.
  • Key Stage 2 children are offered the opportunity to join the TT Rockstars club to practise spelling patterns following the school’s scheme.
  • Annual Number Day
  • Maths Week

Assessment and recording

Work is assessed in line with the Assessment Policy. Formative assessment is done daily through daily marking of maths work in line with the marking policy and the regular completion of FFT Aspire.
Children are teacher assessed half termly using FFT Aspire.
Summative assessment is completed every term through the use of NFER tests. The results of these, alongside teacher judgement, provide termly assessment. In year 6, the children are assessed half termly using previous SATS papers and question level analysis after these tests provide valuable information on next steps in learning. Year 2 follow the same as year 6 but only when they are ready to start completing the papers.

Monitoring and review

The maths curriculum team are responsible for improving the standards of teaching and learning through the monitoring and evaluation of the subject.

This will involve:

  • Half termly pupil progress meetings
  • analysing data
  • half termly book scrutiny
  • Formal lesson observations
  • Termly pupil voice
  • Termly staff voice
  • Taking the lead in policy development
  • purchasing and organising resources
  • keeping up to date with recent maths developments
  • analysis of SATs results to identify areas for development