If you require any additional information regarding the curriculum other than that stated below, please contact the school office.

 Additionally, you can find the National Curriculum at or ask for a copy from the school office.








Maths is a skill we use on a daily basis and is an essential part of everyday life. Therefore, mathematics forms an important part of our broad and balanced curriculum where we endeavour to ensure that children develop an enjoyment and enthusiasm for maths that will stay with them throughout their lives and empower them in future life. We believe that unlocking mathematical fluency is an essential life skill for all learners and is a pre-requisite to being able to reason and solve problems mathematically. Our aim is to develop a positive culture of deep understanding, confidence and competence in maths that produces strong, secure learning. As a school, we recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical concepts. We therefore place great emphasis on the use of concrete resources and pictorial representations at all ages, to enable children to fully understand the concepts and principals, when presented with abstract calculations and questions. Our maths curriculum is progressive; at KS2 it is designed to develop competencies to equip pupils for KS3 where they will build on KS2, make connections and solve increasingly sophisticated problems.





Our Maths curriculum provides breadth and balance, is relevant and engaging and is differentiated to match the needs and abilities of all our children to ensure that all pupils are able to excel. As a school, we believe in the importance of following the concrete-pictorial-approach as a means to developing a solid understanding of mathematical concepts which can be applied in a variety of contexts through reasoning and problem solving challenges. From Reception to Year 6, we adhere to our calculation policy which outlines the progression of strategies and methods to be taught. From Reception to Year 6, children follow the scheme of ‘White Rose’ which supports children in learning the fundamentals behind the meanings of numbers and exploring other key mathematical areas. Progression documents such as our calculation policy are carefully used to ensure that children are not being stretched outside their year group but rather deepened within it. Within daily teaching, children will be reminded/taught fact sentences linked to previous/current learning which will constantly be referred to within the lesson. Daily assessment is incorporated throughout the lesson through live and verbal feedback. Termly assessments are used as a diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions are targeted specifically to meet the needs of children. Times tables play an important part in our maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables are being developed, children are also learning how to apply and manipulate their understanding of this to reason and solve problems.





By the end of Year 6, transitioning to secondary school, we aspire that all children will have developed a bank of efficient and accurate skills that can be used to calculate effectively. These will have been underpinned by the C-P-A process so children understand rather than just do, which ultimately will allow children to identify when answers do not make mathematical sense. Children will be able to apply these calculation skills and understanding of other areas to become confident and resilient problem-solvers with the ability to reason and articulate their ideas mathematically. Due to the embedding of fact sentences, children will have the language to be able to justify, reason and explain their answers.


Our maths curriculum is of a high quality and ensures there is clear progression. In order to ensure we measure impact, we gather a variety of data and feedback to check whether learning has occurred. The information gathered through these methods directly impacts the future planning of teaching and learning opportunities, ensuring that we are responsive to the needs of our learners.

  • Formative assessments; through daily retrieval practice we can check for children’s retention of previously taught concepts. 
  • End of term summative assessments; these occur during three assessment windows yearly. Assessments are taken from the White Rose and directly test what has been covered that term.


  •  We as a staff give reassurance to our children that we are there for them as Jesus was for his flock. We will care and look after them, we will teach them and do not leave anyone behind.

Strong Foundations
&High Expections