The 2014 National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practise 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
  • 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.

When teaching mathematics at St Mary’s, we intend to provide a curriculum which caters for the needs of all individuals. We incorporate sustained levels of challenge through varied and high quality activities with a focus of mastering skills and moving children’s learning on within each lesson to reason and problem solve. Through the Mastery approach, pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their understanding. We are committed to ensure that children are able to recognise the importance of maths in everyday life and apply their skills to real-life contexts. We encourage resilience in Maths and are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics. We tailor our curriculum for the needs of our children at St Mary’s by ensuring our Mathematics curriculum meets our curriculum drivers (see curriculum drivers document).


The content and principles underpinning the 2014 Mathematics National Curriculum and the Maths curriculum at St Mary’s reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries. These principles and features characterise this approach and convey how our curriculum is implemented:

  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace.
  • Differentiation is achieved by emphasising moving children’s learning on and through individual day to day support and daily intervention.
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. There is a carefully designed variation within this which builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. From this, staff will move children onto a teacher table during each lesson to ensure gaps or misconceptions are immediately addressed.

To ensure consistency and progression, staff follow a clear structure within their maths lessons. All children are presented with concrete, pictorial and abstract questions. Concrete resources are also to be used in Key Stage 2 to ensure they are fully embedding their knowledge. Teachers introduce children to key vocabulary and use careful questions to draw out the children’s reasoning. Independent work provides the means for all children to develop their fluency further, before moving their learning on in a range of reasoning and problem solving activities, which are often linked to real-life contexts.

Mathematical units are taught in blocks to enable the achievements of mastery over time. To support us, we have a range of mathematical resources in classrooms including: Numicon, Base10, number squares, number lines, Number Blocks, counters, 2D and 3D shapes, a variety of measuring equipment, analogue and digital clocks, fractions walls etc. We also use a range of planning tools, including those provided by the White Rose, NCETM, Master the Curriculum, Number Bots, Test Base, Times Table Rockstars and specialist resources for embedding a mastery approach. We continuously strive to better ourselves and frequently share ideas and strategies that have been particularly effective. We also take part in training opportunities and regional networking events.

Through our teaching, we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our discussions in termly Pupil Progress Meetings which leads onto updating our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.


The impact our curriculum has on our children:

  • Children are happy learners within mathematics. They experience a wide-range of learning challenges in the subject and know appropriate responses to them.
  • Through mathematics, children deepen their appreciation of their faith and fulfil their God-given talents.
  • Children of all abilities and backgrounds achieve well in mathematics, reflected in good progress that reveals a clear learning journey. Children talk enthusiastically about their learning in mathematics and are eager to further their learning in the next stages of their education.
  • Children are encouraged to aspire to be good mathematicians and recognise wider contexts of mathematical based jobs.
  • Clear outcomes focus and guide all mathematical development plans and drive improvement.
  • Children will become fluent in the fundamentals of mathematics. Through varied and frequent practice with increasingly complex problems over time, pupils will have the conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Children will be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, developing an argument, justification or proof using mathematical language.
  • Children will solve problems by applying their mathematics in a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering to seek solutions.
  • Fundamental British Values are evident in mathematics and children understand how mathematics can celebrate difference.
  • We aim to adapt our mathematics to suit the particular needs of our children by making explicit links to our curriculum drivers – see our curriculum drivers document.

Medium Term Plans

Our teachers use Medium Term Plans to support their planning of each unit of Maths. The learning journey of skills and knowledge is mapped out, key concepts (linked to prior and future exposure) are identified, links to maths in everyday life are made explicit through learning opportunities and curriculum drivers are identified. Please view an example of our Medium Term Plans here.

Maths Documents

Please view the additional documents in school:

  • Maths Knowledge and Skills Progression
  • Maths Vocabulary Progression
  • Maths Knowledge Organisers
  • Maths Targets

Example of a Y6 Knowledge Organiser


Celebrating Number Day

Who is going to be a Times Tables Champion?

In each class, we will be competing for the times table champion! During each praise assembly, the child who has practised the most on Times Tables Rock Stars will receive a certificate.

Website Links – Try using this to be experts at your times tables. Try using this to be fantastic bots at your number and place value! There are lots of online maths games on this link for you to try. These moving maths videos help you with all different types of maths.

Y4 Multiplication Tables Check: Information for Parents