Each year group follows the 2014 National Curriculum for Numeracy.

The maths curriculum covers:

  • Number, place value and rounding, approximation and estimation
  • Addition and Subtraction
  • Multiplication and Division
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Algebra
  • Statistics
  • Measurement
  • Geometry (properties of shapes, position, direction and movement)

This year the school is trailing elements of the ‘Mastery’ approach to the teaching of mathematics for the first time.

Children are taught as Year groups.  Through careful planning, they are given time to learn maths and vocabulary and to explore and practise maths ideas and skills. They are supported and encouraged to deepen their knowledge and understanding of the mathematical concepts through reasoning and problem solving challenges.


  • Children’s maths books will show clear progression of mental maths skills and strategies over time.
  • Children’s work will include open-ended tasks, activities and good levels of challenge to ensure all children make at least good progress in maths.
  • Children will enjoy learning maths and recognise making mistakes is an essential part of learning in Maths.


  • Design and construct an engaging curriculum plan to incorporate mathematical skills into the whole curriculum.
  • Direct teaching of ‘short-cut’ techniques eg: to add 19, first add 20, then subtract 1.
  • Ensure that pupils are encouraged to use mental mathematics – when appropriate – during problem solving activities.
  • Daily mental mathematics starter which supports, challenges and stretches different abilities and year groups.
  • Marking of work to give tips to varying mental strategies and point out where pupils could have used a more efficient mental method eg: pupils multiplying/dividing by 10, 100, 1000.
  • Weekly x tables tests introduced in Sapling and Oak Class.
  • Daily times tables practice.
  • Problem solving integrated into daily numeracy lessons.
  • Collaborative problem solving opportunities provided including: paired and grouped activities (same and mixed year group); activities from N-Rich.
  • Discussions with children about why and how we are going to use these skills in a ‘real-life’ context and the importance of them.
  • Use of assessment questions based on new curriculum content to continuously provide opportunities for pupils to apply their knowledge and understanding when questions are presented in different ways.
  • Use of outdoor environment to provide practical, mathematical activities.
  • Extension activities provided for able pupils in order to extend learning further.
  • Maths moderation (Other Golden Valley Schools) .
  • Pupils given time at the end of activities in each lesson to record how well they feel they have met the learning objectives.
  • They respond to teacher comments and attempt to correct their work.


  • Pupils have become more proficient in using mental arithmetic methods to solve a range of mathematical problems. They are more willing to jot down how they calculate informally.
  • Pupils discuss with the teacher and respond to questioning in their books in order to widen skills and vary their mathematical approach.
  • Pupils are understanding multiplication and division of 10, 100 and 1000 by using ‘place value machines’ to enhance and consolidate their understanding. They are applying this knowledge to convert units of measures.
  • Pupils are becoming more resilient during problem-solving activities.
  • Pupil attitude towards collaborative problem solving is very good, and pupils enjoy discussing and testing the best way of solving problems.
  • Pupils more willing to ‘have a go’ and not fear failure.
  • Pupils use practical strategies and equipment to help to solve problems.