Maths
Intent
The 2014 National Curriculum for Mathematics aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
At Pope Paul, these skills are embedded within our Maths curriculum and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We are committed to developing children’s natural curiosity about this subject, as well as an appreciation of the beauty and power of Mathematics.
It is our intention that children foster a love of mathematical learning, whatever their ability or starting point. We want all children to clearly articulate their ideas, thoughts and reasoning processes, enabling deeper learning. We want children to make mistakes, analyse them and learn from them, justifying and explaining as they do this. At each stage of learning, our children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.
Teaching styles and lesson structures provide opportunities for pupils to consolidate their previous learning, use and apply their knowledge, understanding and skills, pose and ask questions, investigate mathematical ideas, reflect on their own learning and make links with other work.
At Pope Paul, we believe that it is important to ensure that all children in EYFS develop firm mathematical foundations in a way that is engaging and appropriate for their age. In Reception, children learn about Maths through play and their daily experiences – the more meaningful and hands-on it is, the better. Across EYFS, children have the opportunity to, develop their early mathematical understanding, which underpins all future learning in Primary school. In Reception, we use the statutory EYFS Framework to structure our mathematics curriculum, supported by White Rose Maths and NCETM materials.
In Key Stage One and Key Stage Two, we follow the National Curriculum Programme of Study as the basis for the teaching of Mathematics across the whole school. Our main teaching scheme is White Rose Maths, which is further supplemented through the use of NRICH and NCETM resources to support a mastery approach to teaching and learning.
White Rose Maths supports the delivery of a carefully sequenced spiral curriculum, where learning is built progressively through small, manageable steps. These coherent learning sequences ensure clear progression and full curriculum coverage throughout Years 1–6. The scheme enables children to revisit and deepen prior learning, helping them to make meaningful connections within mathematics and build secure understanding over time.
The White Rose approach is rooted in mastery and the CPA (Concrete, Pictorial, Abstract) approach. Teachers use carefully planned concrete resources and pictorial representations to develop conceptual understanding before moving pupils towards more abstract methods and representations. This allows children to understand the structures and relationships within mathematics in a deep and meaningful way.
Lessons are designed to develop both conceptual understanding and procedural fluency in parallel. Opportunities for reasoning and problem solving are built into every sequence, enabling pupils to apply their learning in a range of contexts and deepen their understanding. White Rose’s rich bank of reasoning and problem-solving activities supports pupils in thinking critically, explaining their methods and developing resilience when tackling unfamiliar challenges.
Pupils actively participate through purposeful questioning, whole-class discussion, talk partners and the use of manipulatives and visual models to demonstrate their thinking. Regular recording opportunities encourage pupils to represent and internalise their learning using models, drawings, symbols and concrete resources.
Mathematical vocabulary is explicitly taught and carefully developed throughout lessons. Sentence stems and speaking frames are used to support pupils in articulating their reasoning using accurate mathematical language. These structures help children to explain, justify, conjecture and generalise confidently, while also supporting collaborative discussion and deeper mathematical thinking.
White Rose’s small-step teaching approach also enables teachers to identify misconceptions quickly and provide targeted support or challenge where necessary. Carefully sequenced questions and varied fluency activities ensure pupils develop confidence and secure understanding before moving on to new concepts.
Opportunities are consistently built in for children to think deeply and develop explicit reasoning and problem-solving skills so that they can confidently apply their learning to new contexts.
Implementation
All teachers have a strong knowledge of the Maths curriculum, and the Maths Subject Leads ensure that all staff understand the progression of learning and intended end points across each year group.
Regular staff meeting time is allocated to developing subject knowledge and understanding of the curriculum. Best practice is shared and, through pupil voice and ongoing evaluation, new initiatives are implemented to further enhance teaching and learning.
Effective formative assessment allows pupils to embed and consolidate learning, while helping teachers identify gaps and misconceptions. Clear and direct feedback is provided in line with the school marking policy, and next steps for learning are shared and responded to. Teaching strategies are adapted to meet the needs of individual learners. Summative Maths assessments take place termly to ensure accurate and robust assessment of pupil progress and attainment.
Purposeful learning environments inspire all pupils; classroom working walls, maths equipment, visual representations and target sheets provide a wealth of support and encourage independence.
Impact
All pupils are well prepared for their next stage in education.
They are confident mathematicians who develop a life-long love of Mathematics. Our pupils can express their ideas and reasoning clearly and enjoy discussing their learning with others. Pupils develop the knowledge, fluency and problem-solving skills they need to succeed in future learning and to pursue destinations that meet their interests and aspirations.
Websites and advice on helping your child with Maths
Maths-based websites
Award winning Mathletics is the next generation in learning, helping students enjoy maths and improving their results.
Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.
A really rich resource, for extending students, with new activities each month; use the Archive to find activities and solutions from previous months.
Activities and games based on CBeebies characters such as the Teletubbies, Fimbles, Tweenies and Bob the Builder. Aimed at ages up to 6.
Maths is explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary.
Test your times tables, addition and other maths skills in a fun and engaging way.
Interactive maths games against the clock to challenge and develop mental maths skills.