Home Page CEOP


"The teachers make maths fun and give us exciting activities to do. We also get to work with our partner which helps us with our learning." 

Charlie, Year 4

National Curriculum Intent

The National Curriculum for mathematics intends to ensure that all pupils:

1. Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

 2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

 3. Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.



At St. John’s CE Primary, we provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future mathematical adventures. We embrace the Mastery approach to teaching mathematics where pupils are required to make connections, explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. Our teachers will ensure that mathematical skills, as well as the three aims of the National Curriculum, are taught every day with rigour. We use cross curricular opportunities to develop pupils’ mathematical fluency. Our pupils understand the importance of mathematics, are encouraged to be confident and fluent in numeracy and to apply the skills that they learn to a variety of problem solving and reasoning questions. We build on skills and understanding in a step by step and progressive way and have adopted a 3-part model (I, We, You) to our teaching which enables all children to access learning, work collaboratively and build resilience.  We understand the importance of mathematics as children move throughout their academic life, as well as life outside of school and aim to provide as many practical, real- life experiences so they too can understand the value of a broad Maths curriculum.



At St. John’s, we teach a daily Mathematics lesson from Nursery - Y6.  We have embedded an I, we, you approach to teaching where children are exposed to high quality modelling, have collaborative time to discuss and embed knowledge and then have the opportunity to independently apply the skills and learning they have gained.  

Throughout our curriculum, we incorporate a concrete-pictorial-abstract approach. We also have a strong focus on the use of different representations to support learning.  We implement our approach through high quality teaching, delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Base10, number rods, abacuses and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images. Instant intervention occurs as teachers formatively assess each child during their Maths lesson and intervene at the first instance in order to address and misconceptions children may have.  If needed, interventions are put into place so that all children have fully understood a concept before moving on.

Every class from EYFS to Y6 uses the White Rose scheme of learning (which is based on the National Curriculum) as guidance.  From this, lessons are personalised to address the individual needs and requirements for a class. In order to further develop the children’s fluency, reasoning and problem-solving, we use resources such as the ‘I See Reasoning’ documents by Gareth Metcalfe. These also develop children’s understanding of a concept and encourage them to make links between maths topics. We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet. Our school is part of the NCETM Maths Hub Teaching for Mastery programme and also follows the NCETM Mastery Number programme in Reception and Key Stage 1.

We also deliver an additional daily mental arithmetic session from Y1 – Y6. We have implemented this to support and develop children’s number fluency and use of mental strategies. It is vital that these skills are embedded as they are essential to being confident in number and making connections. Children engage in a variety of activities in these sessions such as games and quizzes.

Children also have access to the Times Table Rockstars Website in order to practise their number recall facts as part of their weekly homework.

We celebrate World Maths Day and have whole school maths themed days such as ‘Maths at the Movies’. We also plan whole school competitions on TTRS as well as competitions across cohort. These bring the whole school together to create an enthused maths community.



Staff use observations, maths books and recordings of pupils’ contributions and explanations in lessons, photos and videos of practical work recorded on Seesaw and TTRS reports, alongside formal maths assessments such as Pixl and SATs tests, to form an accurate and holistic picture of each child as a mathematician. The ongoing teacher assessment of maths informs planning and the next steps for pupils. At three assessment checkpoints, progress is tracked, using summative assessment materials. Regular moderations take place to quality assure judgements made and to support the development of school staff. Using a variety of approaches to assessment ensures that all pupils, including SEN, are not disadvantaged by the means of assessment.


The maths subject leader is assured of the accuracy of the judgements made through moderation and professional dialogue with staff, through observation and by reviewing evidence in books and on Seesaw and  by speaking to children about their work with children.


By the end of KS2, children are fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. They will have knowledge of the STEM industry and the diverse roles it has to offer and a growing passion to explore these roles in the future.