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The intent of our mathematics curriculum is to ensure all children approach maths with enthusiasm and positivity. We believe that all children can do maths, including those with special educational needs and who are categorized as disadvantaged learners. By developing and embedding a Mastery approach we will provide children with a secure foundation for understanding number, reasoning, thinking logically and problem solving. Children will approach mathematical challenges with resilience so that they are fully prepared for the future. We want them to know that maths is essential to everyday life and that our children are confident and independent mathematicians who are not afraid to take risks. It is essential that both the attitudes and skills we teach in Mathematics are embedded throughout all strands of the National Curriculum.




Our implementation is developed through secure understanding of maths within the curriculum and as a subject area.


Teaching and Learning, Content and Sequence

 - Children are taught the relevant content and objectives for their Year Group from the National Curriculum 2014. In September 2021 we began a ‘Mastery Readiness’ project with the Maths Mobius Hub. Medium and short term plans are created using our school calculation policy with NCETM guidance and resources used as a supporting tool. 

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- We plan an effective maths curriculum which will meet the needs of all learners; making adjustments where necessary to ensure that children with Special Educational Needs and those who are categorised as Disadvantaged Learners are able to achieve their full potential. 

- Prior knowledge is a starting point for all future planning and teaching.

- Lessons are taught in small steps in order to secure achievement for all. All children will achieve within the lesson at their own level and all children will have the opportunity to be challenged within lessons. This bespoke teaching and learning experience is designed to interest, inform and inspire our children.

- Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time.

- Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels.

- We place a large emphasis on pupil engagement and design lessons which involve all pupils. To implement our intent, we ensure that our children are invested in their learning and are making a positive contribution to their lessons.


Leadership, Assessment and Feedback

 - Assessment informs the teaching and learning sequence. Through regular formative and summative assessment, teachers regularly adapt their plans to ensure that any gaps in knowledge are filled so that children are ready to move on with their learning.

 - Where necessary, children may be given additional support through a variety of strategies; booster sessions, interventions, extra adult support in class in order to meet our intent of ensuring that all children achieve and enjoy mathematics.

 - Feedback is given on children’s learning in line with our marking policy. Children are given timely feedback both verbally within lessons and through marking. Children are given the opportunity to respond to this feedback and are encouraged to self-reflect regularly.

- Summative assessments are completed four times a year. There is a baseline assessment in September and then further summative assessment in the Autumn, Spring and a final assessment in the Summer term. The maths leader works alongside the SLT; key data is analysed and regular feedback is provided to class teachers.




- All children will enjoy maths and will achieve at their ability.

- Most children will demonstrate mastery in maths. A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

- Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.

- Children demonstrate flexibility and fluidity to move between different contexts and representations of mathematics.

- Children recognise relationships and make connections in mathematics, both within the mathematics lessons and in other areas of the curriculum.

 - Children show a high level of pride in the presentation and understanding of their work.

Whole School Long Term Overview for the Academic Year 2021-22

Saint Patrick's Mathematics Policy

St Patrick's Calculation Policy