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Maths is an integral part of our teaching here at St Joseph’s Primary School. Through our curriculum provision, we work to ensure that all children receive the very best mathematical education and subsequently achieve the very best learning results possible. A structured and cohesive programme of learning covering all aspects of the EYFS framework and the National Primary Curriculum is smoothly built throughout the school, with a wide variety of teaching and learning approaches used to provide a rich and interesting learning experience. Mathematical skills and knowledge are applied in different curricular areas to support and extend wider learning, for example when reading and creating maps and plans in Geography and when recording and analysing the results of scientific enquiry work. Our use of the ‘Five Big Ideas’ approach ensures that mastery of skills is achieved, all lessons have opportunities for pupils to practice fluency in a variety of ways and to reason and problem solve.

Our mathematically rich classroom learning environments include vocabulary displays (which are used as an integral part of learning), explanations to show mathematical processes and information, along with a wide variety of supporting resources to enhance practical understanding.

At St Joseph’s we are committed to the engaging delivery of mathematics across the age ranges and curriculum. For children to access the majority of their learning in mathematics, a strong and confident grasp of the four number operations is important; using formal and informal written methods and mental strategies.

Our curriculum provision ensures that all pupils:

  • become fluent in the fundamentals of mathematics,
  • can reason mathematically,
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems.


Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.

William Thurston


What will take place prior to classroom teaching?


What will our Mathematics provision look like in the classroom?


What will be achieved as a result of our Mathematics curriculum teaching?

The senior leadership team will:

· Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.

· Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development.

· Provide sufficient funding to ensure that implementation is high quality.

The Mathematics subject leader will:

· Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery.

· Ensure an appropriate progression of Mathematics skills and knowledge is in place over time so that pupils are supported to be the best that they can be, and challenge teachers to support struggling children and extend more competent ones.

· Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.

· Keep up to date with current teaching research and subject development through an appropriate subject body or professional group.

The class teacher will:

· Apply the long-term plans to create teaching sequences which ensure appropriate and cohesive coverage of knowledge, skills and vocabulary.

· Pursue training/support for any particular personal subject knowledge and skills gaps prior to teaching.

· Ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.

Teaching and learning in Mathematics:

What daily Maths provision entails

·Number fluency session – 10 to 15 minutes.

·Maths lesson – following mastery approach where all pupils access the whole curriculum developing fluency, reasoning and problem solving at a level that challenges them.

· Lesson structure: fluency – new learning, practice skills. Reasoning & problem-solving activities – all children (wherever possible) access this at a level appropriate to the child.

· Each class is taught mathematics as a whole, with no differentiation by acceleration to new content. The learning needs of individuals are addressed through careful scaffolding, questioning and appropriate rapid intervention where necessary, to provide the appropriate support and challenge.

·The reasoning behind mathematical processes is emphasized. Teacher/child interactions explore how answers are obtained as well as why methods worked and what might be the most efficient strategy to use in different situations.

·Precise mathematical language is used by teachers so that mathematical ideas are conveyed with clarity and precision. ‘Mathematical talk’ is given high status children have many opportunities to talk about and evaluate their mathematics during lessons.

·Conceptual variation and procedural variation are used extensively throughout teaching. This helps to present the mathematics in ways that promote deep, sustainable learning.

· All classes use DfE ready to progress documents to plan from NCETM curriculum maps used to show what is taught when.

·Reception, Year 1 and Year 2 pupils. complete DfE Mastering number activities 4 times a week.

·KS2 pupils complete Third Space Learning ‘Fluent in Five’ activities 4 times a week.


· All teachers follow the school’s maths ‘non-negotiables’ to ensure consistency in approach and provision.

· There is consistent use of ‘Five Big Ideas’ to ensure a mastery approach is embedded throughout the school.

· All lessons have opportunities for pupils to practice fluency in a variety of ways and to reason and problem solve, applying their knowledge.

·  Where appropriate within the teaching of other subjects, opportunities to use mathematical skills are maximised, in order to reinforce and apply understanding in meaningful contexts.


The Learning Environment

·Each class has a vocabulary wall to display current and previously taught vocabulary. This is used as reference to support learning activities.

·Concrete resources to support learning are easily accessible for all children and used appropriately in each maths learning session.

·Use of CPA (concrete/pictorial/abstract) approaches to support learning across the school, both within display and curriculum activities.

Our children will be:

· Engaged because they are challenged by the curriculum which they are provided with.

· Resilient learners who overcome barriers and understand their own strengths and areas for development.

· Continuously developing a positive and confident attitude towards Maths.

· Aware of the relevance of Maths in the real world.

· Able to develop an ability to solve problems, think logically and reason mathematically.

· Acquiring a secure understanding of the methods for each key area of the curriculum.

· Developing a progression of understanding, with appropriate vocabulary which supports and extends knowledge.

· Confident in discussing Maths, their own work and identifying their own strengths and areas for development.

·Able to demonstrate and make use of effective feedback so that the children know how well they have done and what they need to do next.

The Mathematics subject leader will:

· Collate appropriate evidence over time which evidences that pupils know more and remember more.

· Monitor the standards in the subject to ensure the outcomes are at expected levels.

· Organise ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.


Monitoring Standards

· Teaching staff make use of EEF assessment tool to record and apply information from assessment activities.

· Termly pupil progress meetings involving SLT and teaching staff monitor pupil attainment and progression and identify learning needs.


Our Learning in Maths

Ozi - I was using the numicon to show which number was more than or less than.


Josh - We were counting numbers. I made two numbers using numicon and tops. I showed which number was bigger.


Alice - I made some numbers with the numicon and I pointed to the bigger number.


Zak - I was doing some counting in maths.


Sophia - We were subitising and looking at more and less. I was thinking about numbers. I like to use pictures of numbers to help me remember them.

Rupert - In maths, I have been adding and taking away. I also really like using big numbers. 


Jessie - I was using numicon to draw circles and then I wrote more numbers and then added them together to get a bigger number.


Defne - I was making big numbers and then I split them up using my part-whole models. 


Holly - I was using the numicon and then I put them together and then I counted my numicon numbers and put the answer at the end. 

Attenborough Class

Immy-May - I was using the numicons to work out the questions. I was using them to help me multiply numbers. 


Jayden - We were counting in groups of numbers and finding out the remainder at the end and adding it on.


Abigail - We were doubling up groups of numbers and we were counting in times tables using the fives. It was really fun.

Nightingale Class

Leo - We have been looking at swapping the order of numbers to make finding the answer easier. If we had 132 + 17 - 2, I would change the order and take away the 2 first because I am working with a 10 number to add the 17. I would also partition 17 too into 10 and 7 to make adding even easier.


Ruby - We have been sorting calculations into easier methods by swapping the numbers to make 10s.


Otto - We have been looking at learning the 8 times tables in maths this week. We also looked at rearranging the equation so it makes more sense. An example would be 205 + 17 - 5. I would do the minus 5 part first because it takes us to a 100 number and that makes it easier to add on the 17.

Paisley - We were looking at division. It was quite tricky as we have just started doing it. We started using our multiplication knowledge to help us with our division sheet.


Archie - I was dividing in maths. I was using the numicon to make a number and then I divided it using another number numicon to see how many groups I could make and that was the answer.


Toby - I was doing division in maths. We needed to know our times tables. If we had 22 divided by 11, we had to figure out how many 11s go into 22. I knew the answer would be 2.


Phoebe - We were doing division. We started to use the bus-stop method. We looked at at 4-digit numbers divided by 1-digit numbers. It was quite hard when we had to carry a number because it was our first time. We used our times tables to help us.

Hippocrates Class

Kristof - We are looking at percentages of a 100-square. We are reading pictorial percentages through things like bar models and then calculating the percentages. 


Florence - We are working on understanding percentages. We are using 100-square grids to figure out how much has been shaded and working out how much out of 100.


Catrin - The percentage symbol means out of 100. We used bar models and our multiplication knowledge to realise that a 10 bar model needs to be multiplied  by 10 to make it out of 100. We also answered real world word problems using our knowledge of percentages. 


Alfie - We had a 100-square and had to figure out how much was shaded to show our percentage as we know percent is out of 100. We also completed reasoning problems using percentages. 

Whole School Maths Curriculum Map

Mathematics Policy

All primary school-aged children are expected to know their times tables up to 12 x 12 by heart and should have mastered their times tables by the end of Year 4. The Government has introduced a Multiplication Tables Check for children in Year 4. To support the children with this, we have membership of the website, Times Table Rock Stars. The website works on the basis that children need daily practise to get to the top, just like their Rock Star counterparts. It uses music and rewards to help children improve their rapid times tables recall. Over time children also experience the feeling of excitement over performing well.  Teachers in each class can develop a program of times tables for the children to practise. The children are able to answer questions in a timed activity whilst playing by themselves, against their classmates or against children using Times Table Rock Stars anywhere in the world.

   Examples of our past learning in Maths





We have been learning to recognise our numbers up to 20 as well as being able to count on from a number up to 20. We used our recognition of number and counting skills to play snakes and ladders where we counted on from different numbers.


"We  had  partners  and  we  played  snakes  and ladders.  We  had  a dice and counters and we

counted the dots." - Abigail


"We were playing snakes and ladders and then we drew some of the numbers we counted." - Harrison


"We were rolling the dice and then counting the numbers to play the game." - Kai




Here in Matisse class we have been working on division. We used our counters to make groups of number to help us to divide. We also had to make sure that the groups of counters were equal when we were sharing and splitting them into groups. 


"We were learning about counting in equal groups." - Leo


"We were counting our counters and seeing the different groups of numbers we could make." - Grace





Here in Van Gogh class we have been learning about subtraction. We have been using the calculation method of column subtraction to complete our work. We have also been showing our place value knowledge through counters to show how numbers can be converted from different columns.


"We were looking at different ways to take away in our lesson. I was using columns to help me   find my answers." - Hugo


"We have been learning about fractions in Year 3. I found out about how when we split things into different equal parts,  we  are splitting them into  fractions.  I learnt about quarters, fifths and sixths." - Amelie





Here in Butler class, we have been working on our multiplication and division facts. We have been playing different games to help us recall our number facts. We then developed questions we could ask our partner that would lead to answers to solve number problems. 


"I  used  the  numicon  pieces  to  help  me  count  on  in groups of numbers and find answers to multiplication and division questions." - Nevaeh





In Dali class we have been working on finding angles in a triangle. We have used our four rules of number knowledge to calculate missing angles within a range of triangles as well as using our knowledge of angles on a straight line and around a point to calculate exterior angles. 


"We have found angles in a triangle, on a straight line and around a point by using angles that we already know." - Aidan


"We know that there are 180 degrees in a triangle. Knowing this fact helps us to find missing angles in equilateral, scalene and isosceles triangles." - Estela