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Mathematics is generally taught as a distinct subject in line with the Curriculum '14. Each class has a Maths lesson every day, as well as additional shorter sessions covering mental mathematics, arithmetic and quick recall of multiplication facts.   Whenever appropriate, cross-curricular links are developed to integrate mathematical activities into other subjects. To support the teaching and learning of mathematics, we use a variety of sources and resources to deliver a mastery scheme of work.  Our maths team members are Alison Spencer and Emma Sutton and the link governor is Chris Mann.


Why teach mathematics?

A high quality maths education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power of mathematics and a sense of enjoyment and curiosity about the subject.



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 have conceptual understanding and are able to recall and apply their 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 increased sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions


Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The Programmes of Study from the National Curriculum are organised into distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. It is vital that children grasp concepts thoroughly and securely, before moving to the next stage of learning.


Calculators are only introduced towards the end of Key Stage Two, to support children's conceptual understanding and exploration of more complex number problems and only if written and mental arithmetic are secure.


The National Curriculum for mathematics reflects the importance of spoken language in pupils' development across the whole curriculum - cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. Teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.


Key Stage One - Years One and Two

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 involves working with numerals, words and the four operations, including with practical resources to support learning.

At this stage, children are developing their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching also includes 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, children should know the number bonds to 20 and be precise in using and understanding place value. Children should read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge.


Lower Key Stage Two - Years Three and Four

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 will ensure that they develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should ensure that pupils draw with increasing accuracy and develop mathematical reasoning, so that they can analyse shapes and their properties and confidently describe the relationships between them. Children should 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 12x12 and show precision and fluency in their work. They should be able to read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.


Upper Key Stage Two - Years Five and Six

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that children extend their understanding of the number system and place value to include larger integers. this should develop the connections that they make between multiplication and division with fractions, decimals, percentage and ration.



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 consolidates and extends knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary that 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.



Parents can support their child's mathematical development at home, by:

  • Providing their child with opportunities to apply their knowledge and skills through everyday experiences.
  • Helping them to learn the multiplication tables up to 12 x 12 by the end of year 4
  • Supporting them with their homework
  • Helping them to achieve targets set by the class teacher






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