'Maths gives us the hope that every problem has a solution'

Mathematics 

              

At St Matthew’s Primary we empower our children with a ‘CAN DO’ attitude towards mathematics. We encourage the children to fully develop their understanding and knowledge of mathematics allowing them to achieve, have fun and become confident mathematicians.

Implementation:

We aim that all pupils:

• Develop early mathematical skills enabling them to become confident mathematicians using a variety of Concrete, Pictorial  and Abstract (CPA) models throughout the school, to support and consolidate understanding.
• Become fluent in the fundamentals of mathematics that underpin conceptual understanding; that they can confidently recall and apply facts rapidly and accurately.
• Can solve problems by applying their knowledge and understanding of mathematics, with increasing degrees of sophistication, in a variety on contexts including real life situations, demonstrating the resilience to find a solution.
• Can make reasoned responses by following lines of enquiry to show their understanding with justification, argument, generalisation and evidence using mathematical language.
• Establish a thirst for mathematical learning and improving investigative skills, using the maths they have been taught and applying it to other areas of the curriculum.
• Engage with challenging open- ended investigations to consolidate and extend learning
• Become empowered to support each other to use different digital technologies in their learning
• Embed mathematical skills to develop a wider breadth of understanding which they can apply to their learning in a range of subjects, and benefit from ‘real life’ maths.

  We believe that:

• Ability in mathematics is not fixed.
• Developing a positive mind set towards mathematics is essential for success.
• Timely intervention addressing misconceptions is essential for success.
• The opportunity to go deeper must be offered to all children to broaden their understanding.

 At St Matthew's, we are always updating and tailoring our curriculum to ensure we are teaching the relevant strategies to support our pupils understanding of mathematical concepts. We currently use the White Rose Maths, NCETM and Power Maths materials for teaching.

 

A Teaching for Mastery approach is simple and allows pupils to use concrete, pictorial and abstract (CPA approach] representations to develop their understanding of mathematical concepts.

It is noted that the key feature of dynamic mathematical activities is the hierarchical levels of knowledge and skills. These kind of levels can be shown as a series of learning steps, or as certain strategy or experience. 

Our curriculum is designed to enable more time to be spent on topics to enable teachers to teach small steps to allow our children to master a concept and build connections to other topics where possible. 

What does this look like?

Children begin every year by consolidating concepts from the previous year with a focus on Place Value and Number. A large emphasis is placed on number skills to ensure children can add, subtract, multiply and divide using mental and written methods. Children are encouraged from year one to learn vital multiplication and division facts. Evolving from this, we develop children’s mathematical thinking and reasoning skills through problem-solving.

Early Years Foundation Stage

Children will work towards the Department for Education’s non-statutory Early Learning Goals through short mathematics sessions to ensure children are best-set for the demands of the National Curriculum. These are separated into ‘Numbers’ and ‘Shape, Space and Measures’. The Early Learning Goals are outlined in our ‘Progression of Knowledge, Skills and Understanding’ document.

Although there are short daily mathematics sessions led by the teacher and follow up adult led activities, often mathematics is taught discretely through play and child-led activities. Learning opportunities for mathematics are planned for both inside and outside the classroom, and these link where possible to the weekly learning intentions as well as the children’s interests. These could include counting how many scoops of water are needed to fill different size containers, writing numerals in large scale using chalk or solving problems through play such as which container fits the most farm animals to transport them around the farm.

Teaching staff in the EYFS have a strong understanding of effective strategies for the teaching of early mathematics. The mathematics curriculum is designed to help children embed their learning in order to integrate new knowledge and larger concepts. Teaching staff are trained in checking children’s learning and understanding, through questioning and formative assessment methods. Through this engagement with children, all staff are then able to provide suitable scaffolding or extension to support children in consolidating their learning of key mathematical concepts or challenging them further so that they reach their individual potential. At this stage recording mathematical thinking is encouraged whether this is pictorial, with numbers or more formal written methods. At all times mathematical language and new vocabulary is prioritised.

 

	Nursery	Reception
Autumn term	More than, fewer than, same   Explore and build with shapes and objects   Explore repeats   Hear and say number names   Begin to order number names   I see 1, 2, 3   Join in with repeats	Getting to know you   Match, sort and compare   Talk about measure and patterns   It’s me 1, 2, 3   Circles and triangles   1, 2, 3, 4, 5   Shapes with 4 sides
Spring term	Explore position and space   Show me 1, 2, 3   Move and label 1, 2, 3   Explore position and routes   Explore patterns   Take and give 1,2, 3   Match, talk, push and pull Talk about dots	Alive in 5 Mass and capacity   Growing 6, 7, 8     Length, height and time     Building 9 and 10     Explore 3-D shapes
Summer term	Compare and sort collections   Lead on own repeats   Start to puzzle   Making patterns together   Make games and actions   Show me 5   My own pattern   Stop at 1, 2, 3, 4, 5   Match, sort, compare	To 20 and beyond   How many now?   Manipulate, compose and decompose   Sharing and grouping   Visualise, build and map   Make connections

Mastering Number

Across Reception and KS1, we have implemented the Mastering Number maths project. This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

Mastering Number is a programme offered to schools by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and the Maths Hubs Network. It aims to develop solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children. It also involves high quality professional development for teachers.

The project is delivered by our teachers who deliver a daily session of 10 to 15 minutes in addition to their daily maths lesson. We use the provided resources such as: lesson plans, visual resources and practical equipment to ensure consistency with the training our staff have received. Central to the programme is a small, abacus-like piece of equipment called a rekenrek, which is provided to the school to use.

Key Stage One (Years One and Two)

	Year One	Year Two
Autumn term	Numbers to 10   Addition and subtraction within 10   Shapes and Pattern . Numbers to 20   Addition and subtraction within 20	Numbers within 100   Addition and subtraction of 2-digit numbers   Addition and subtraction word problems   Measuring length Graphs   Multiplication and division
Spring term	Time   Calculation strategies within 20   Numbers to 50   Addition and subtraction up to 50   Fractions Measuring length and weight	Time   Exploration of calculation strategies   Money   Shape: faces, patterns, lines and turns   Fractions
Summer term	Numbers within 50 – 100 and beyond   Adding and subtracting within 100   Money   Multiplication and division   Measuring capacity and volume	Numbers within 1000   Adding and subtracting 2- and 3-digit numbers   Measuring capacity and Volume   Measuring mass   Multiplication and division (3x and 4x)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

At St Matthew’s, the approach to Mathematics in Key Stage One builds on the strong foundations established in the Early Years, guiding children towards a deeper understanding of number, shape, and measure. Pupils are supported not only in learning how to calculate, but also in understanding what numbers mean and how they relate to the world around them. In Year 1, children begin by exploring numbers to 10 and 20, developing fluency in addition and subtraction through practical activities and engaging visual models. As their confidence grows, they begin to explore patterns in numbers and shapes, construct simple graphs, and learn to tell the time. These early experiences are designed to help pupils recognise the connections between mathematical ideas. As they progress into Year 2, pupils begin working with larger numbers up to 100 and beyond and deepen their understanding of place value, using this knowledge to tackle more complex calculations. They explore multiplication and division through grouping and repeated addition, begin to understand simple fractions, and apply their learning to real-life contexts such as using money and measuring length, weight, and capacity. Concepts such as time, shape, and pattern are revisited and extended, helping children see Mathematics as a connected and meaningful subject. Throughout Key Stage One, the focus is not only on developing fluency and accuracy, but also on encouraging children to think mathematically. They learn to identify patterns, solve problems, and explain their reasoning using precise mathematical language. Above all, the aim is to foster a positive attitude towards Mathematics, one in which every child believes they can succeed.

Key Stage Two (Years Three to Six) 

	Year Three	Year Four	Year Five	Year Six
Autumn term	Number sense and reasoning within 100   Place value Graphs   Addition and subtraction of up to 3-digit number   Length and perimeter	Reasoning with 4-digit numbers (including place value)   Addition and subtraction	Reasoning with large numbers   Addition and subtraction   Multiplication and division   Perimeter and area Angles   Fractions and decimals	Arithmetic with all four operations   Numbers up to 10,000,000           Fractions Decimals Percentages
Spring term	Multiplication and division in word problems   Multiplication and division by 10 and 100   Time using digital and analogue   Fractions	Multiplication and division   Discrete and continuous data   Securing multiplication facts Fractions Time Decimal numbers   Area and perimeter	Line and time graphs   Fractions and percentages   Transformations   Converting measures	Measurement Statistics   Properties of shapes   Ratio and proportion Algebra   SATs revision
Summer term	Angles and shapes   Measuring length, weight and volume   Exploring calculation strategies and place value   Multiplication (6x and 8x)	Solving measure and money problems   Symmetry and shape   Position and direction Sequences and patterns Shape (3D)	Calculating with whole and decimal numbers   2D and 3D shapes   Calculating with whole and decimal numbers   2D and 3D shapes	Themed projects, consolidation and reasoning and problem solving

 

St Matthew’s follows a mastery approach, aiming to develop a deep, long-term understanding of maths in all pupils. The curriculum is structured into small, sequential steps to build fluency, reasoning, and problem-solving skills across all topics. Throughout Key Stage 2, children are expected to secure a strong understanding of number and place value, including working with increasingly large numbers and understanding the relationship between different number systems such as fractions, decimals, and percentages. They develop efficient methods for all four operations and apply these to solve multi-step problems. Children also learn to use formal written methods, estimate and check their work, and explain their reasoning clearly. Other key areas include measurement (such as time, money, area, perimeter, and volume), geometry (including properties of shapes, position, and direction), and statistics (interpreting and presenting data). By the end of KS2, children should be confident, independent mathematicians who can apply their skills flexibly and accurately in a variety of real-life and mathematical contexts.

Reception Mastering Number Overview

Year 1 Mastering Number Overview

Year 2 Mastering Number Overview

Progression of Knowledge, Skills and Understanding

Consistent progression in mathematics is essential and our ‘Progression of Knowledge, Skills and Understanding’ document clearly outlines how children will develop year-on-year.

Curriculum and Progression of Knowledge and Skills

Impact: 

At St Matthew’s, we teach Maths daily. We want our children to leave our school as knowledgeable, positive and confident mathematicians; we want each individual child to have been able to fulfil their potential. We want each child to have the skills to be resilient when presented with the unfamiliar and the ability and confidence to question why. Therefore, we aim to ensure that almost all our pupils achieve the end of KS2 expected standard for Maths.

Inclusion:

Adaptive teaching is key to delivering an effective and inclusive curriculum.   All pupils' starting points are considered and activities and work is matched to ensure pupils reach their full potential, whilst supporting the child's learning.  Adult support, a range of activities, equipment, scaffolding, questioning and resources can enable children of all abilities to access learning. 

 Our school will ensure that:

• all children have entitlement to a broad and balanced, enriching curriculum
• all children enjoy an active involvement in Mathematics
• all children have opportunities to experience a broad and balanced range of maths activities
• all children have opportunities to learn about maths from different times and cultures
• all children will be given equal access to the experience of Mathematics regardless of their gender, race, disability, medical or other needs
• teachers use a variety of approaches that are matched to the activity and the ability of the children.

Research

Research frames our thinking in what we teach and how we deliver it to our children to ensure teaching and learning has maximum impact.

Please see references to the research linked above:

https://schoolsweek.co.uk/what-is-teaching-for-mastery-in-maths/

https://teaching.blog.gov.uk/2019/09/27/boosting-confidence-in-maths-our-teaching-for-mastery-journey/

https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/

EEF Guidance Report on ‘Improving Mathematics in Key Stage 2 and 3’

https://www.foundationyears.org.uk/files/2012/03/Early_Years_Outcomes.pdf

Maths Recommended Reading

Early Years and Key Stage 1 Maths

 

A selection of great counting books and maths stories covering cardinal and ordinal numbers and place value.

Key Stage 2 Maths

 

Introduce ratio, pie charts, probability and even simplifying fractions to children with these brilliant maths story books, picture-book presentations of mathematical concepts that primary-school children will love.