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The Subject Leader for Mathematics is Mrs H Reed.

Mathematics Statement of Intent

It is our intention to build a Mathematics curriculum that develops children’s learning and enjoyment, and results in the acquisition of knowledge and skills so that pupils know more, remember more and understand more.

We aim to build a curriculum which enables our children to become competent mathematicians with the flexibility to apply their learning to varied real-life contexts through the acquisition of appropriate subject knowledge, skills and understanding in Number, Algebra, Ratio, Measurement, Geometry and Statistics, as set out in the National Curriculum.

Our pupils will be given many opportunities to practise, recall and apply their skills when solving increasingly complex problems, and to develop their ability to articulate and discuss their thinking through mathematical talk by developing subject specific vocabulary.


Mathematics is planned for using the EYFS Framework and the KS1 and KS2 National Curriculum.The statutory requirements are planned and delivered using the White Rose Maths Hub materials, supplemented by Classroom Secrets, NRich, NCETM, Times Tables RockStars, Testbase and Active Maths. All children are exposed to age related content relevant to their year group. The cumulative nature of the maths curriculum allows children to revisit and consolidate concepts and, therefore, deepen their understanding. The small steps for the current unit of work will be displayed on the Maths Working Wall in each classroom, which will also include models and scaffolds to support the children in working independently.

Mathematics is taught as a discrete subject in order to promote fluency but children are also provided with real-life problems so that they are made aware of the importance of mathematics in everyday life. They are also given opportunities to apply skills taught during maths lessons in the wider curriculum.

We ensure that teachers of the subject have excellent subject knowledge, and leadership supports the acquisition of this for NQT and non-specialist teachers. Subject matter is presented clearly, teachers carefully check learning and identify misconceptions, providing direct feedback. Teaching is designed to ensure children know more and remember more.Teachers deliver lessons which incorporate the three aims of the National Curriculum: fluency, reasoning and problem-solving. Fluency, which forms the basis of the curriculum, is further developed and enhanced through daily arithmetic skills sessions. This enables the children to embed key mathematical concepts which they can then apply in the wider curriculum.

The concrete, pictorial and abstract approach is used to develop conceptual understanding, and teachers make links to real-life contexts whenever possible in order to make the relevance of mathematics particularly clear to the pupils. Consistent use of maths vocabulary is taught and modelled by teachers and support staff to enable children to explain their mathematical thinking. Each lesson will begin with a focus on the relevant vocabulary and this will be displayed on the Maths Working Wall in each classroom and revisited every day.


Children will make at least good progress in Mathematics from their last point of statutory assessment, or from their starting point in Nursery.

Children will use their Mathematical knowledge and skills in all curriculum areas, to enable them to know more and remember more.

Children will understand the importance of Mathematics in enabling them to access other areas of learning and operate successfully in everyday life.

Children will have a positive and confident attitude towards Mathematics.


Calculations Policy
Our calculation policy has been devised to support teachers in understanding both the expectations for fluency of the 2014 curriculum and the progression of calculation concepts through a child’s mathematical development. It focuses on developing proficiency with the expected formal written methods by the end of Year 6 and hence the progression guidance provided for each operation is designed to flow into the expected method as exemplified on the National Curriculum Appendix document. Specific practical equipment and approaches have been agreed for each age group in order to support children in developing the conceptual understanding that will enable them to move more rapidly and efficiently towards the formal written methods expected. Teachers will encourage children to simultaneously carry out the calculation practically using the equipment/representation suggested and to record this calculation step by step using the parallel formal written method.

The ‘Written Methods’, ‘With jottings ...or in your head’ and ‘Just know it’ sections list the national curriculum expectations of the year group for calculation. The ‘Developing Conceptual Understanding’ section illustrates how we build children’s understanding of the formal methods using a range of specific practical equipment and representations. The ‘Foundations’ section for each year group highlights the skills and knowledge that are addressed on a regular basis within this year group to ensure that children have the requisite fluency to address the new approaches required. 

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