God is still making up numbers
For numbers just go on and on…
Just when God thinks he has finished
God knows he can always add 1.

 (1997, Steve Turner, Lion Hudson)

Like this poem suggests, we want to foster an attitude of awe and wonder of mathematics.

Teaching Approach

We adopt a “mastery” approach to the teaching of mathematics.  This means that whenever possible we ensure that all children have mastered skills before moving on to different/more complex content.  When possible we utilise intervention (same day) to help children that do not have a solid grasp.  Those that have grasped concepts earlier than their peers will not ordinarily be accelerated through the curriculum.  They will more likely be moved onto more challenging problems where they will apply their skills or they help their peers that have not grasped concepts.

Teaching is underpinned by the “5 Big Ideas” principles for Mastery proposed by the NCETM (see below).

We utilise a range of teaching and learning strategies in mathematics lessons.  There is not a “one size fits all” approach.  Teachers will employ a particular strategy that they feel best enables children’s learning.  Examples of this range of strategies include: games, role play, power point, investigations, IT, group work, independent work, work outside in the classroom, etc… Our intention is that children experience a rich variety of mathematics that mirrors the variety of real life contexts in which we all experience the subject.  Careful consideration is made to deploy the best strategy for learning.

Curriculum Intent

We want all maths learners to adopt these attitudes.


We follow the programme of study in the National Curriculum and there is a flexibility within phases of what content is taught.  For example, aspects of year 3 work may not be covered until year 4 if the teacher feels that this is best for the learners in the cohort.  Each class teacher is responsible for the Mathematics that takes place in their class in consultation with, and with guidance from, the subject leader for Mathematics.

As the reception classes are part of the Early Years Foundation Stage, objectives are drawn from: ‘Development Matters’ and this helps to lay the foundations in mathematics.  At the end of EYFS, children are assessed against the Early Learning Goals.

We encourage the children to develop understanding of number, shape and space, measurement and pattern through a variety of meaningful and practical activities that allow them to enjoy, explore, practise and talk confidently about Mathematics.  We focus on real life maths (maths used in everyday life; money, counting, solving problems).

These are the Key Learning Objectives that we have identified for each year group.

Written Calculation

Click on the button below. This will show you the methods that we use.

Mental Calculations

We want children to have a good “number sense”.  That is to be able to calculate efficiently and estimate answers.  To that end we have devised a scheme for learning addition and subtraction number facts from Year 1 to Year 3.  Click below to link to our scheme.

Primary Mathematics Challenge / Junior Mathematics Challenge

Years 5 and 6 take part in the Primary Mathematics Challenge each November. This is a national competition, run by the Maths Association, for primary aged pupils with some very challenging questions.

Some Year 5 and 6 children also participate in the Junior Maths Challenge competition, run by the University of Leeds, in Spring.  Although this is aimed at Year 7 and Year 8 pupils, we find that some of our gifted mathematicians enjoy the challenge and achieve very well.

Have a go at a some examples which are taken from past papers.

Primary Mathematics Challenge below:

BEAM – BE A Mathematician

BEAM are a specialist mathematics education publisher, dedicated to promoting the teaching and learning of mathematics as interesting, challenging and enjoyable.

Take a look at the website, it is full of free resources and information. Resources include challenging problems and puzzles, open-ended investigations, cross-curricular activities, and resources to practise and consolidate children’s pure mathematical understanding. Use the links below to browse and download these activities.

Society of Young Mathematicians

If your child is interested in maths, then SYMS (Society of Young Mathematicians) is something that your child may like to join.

Use the link below to find out more details.