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Christ Church CE Primary School

'With God,
all things are possible' (Matthew 19:26)


Mathematics is not about numbers, equations, computations or algorithms; it’s about understanding.

William Thurston


At Christ Church CE Primary, we firmly believe Mathematics equips pupils with a unique set of tools to help make sense of the world around them. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways that will enable them to make a positive contribution as local, national and global citizens. Mathematics is an integral aspect of life and with this in mind we strive to ensure that all our children develop a positive and enthusiastic attitude towards mathematics that will stay with them throughout their life. We aim to create a firm foundation of knowledge and develop skills in order to build confidence, resilience and a passion for maths in our children. At Christ Church CE Primary we aim to ensure our mathematics curriculum is accessible to all, maximising the development of every child’s ability.


In ensuring high standards of teaching and learning in Mathematics, we implement a curriculum that is progressive throughout the whole school. Mathematics is delivered daily, through quality first teaching in engaging, exciting and challenging lessons. We teach Mathematics as a discrete subject, however, we aim to provide opportunities for the children to apply their skills and knowledge across the curriculum through a range of subjects such as measuring and recording results in Science and Technology; collection and presentation of data and statistics through graphs and charts in History, Geography and Science.

 As a school, we are developing our mastery approach to teaching and learning, and we believe that all children are capable of achieving high standards in Mathematics. Teachers throughout school reinforce this and ensure that they create a positive attitude to Mathematics learning within their classrooms. Our whole school approach to the teaching and learning of Mathematics involves the following:

  • Maths is taught daily and is planned in sequential and progressive blocks. To ensure whole school consistency and progression, our curriculum is based on the White Rose Scheme of Learning - a scheme inspired and informed by robust, world-class research and global maths experts - which reflects the principles of a mastery curriculum and uses small steps of progression to ensure most learners are working at year group expectations. Although White Rose forms the basis of our curriculum it is used flexibly and has been adapted to meet the needs of our learners.
  • To ensure prior learning of Maths skills are revisited regularly, during registration each lesson morning, children practice basic skills and fluency of operations using resources such as White Rose Flashback 4 or Fluent in Five. These recap sessions are critical in supporting the development of ‘sticky knowledge’ by building up a bank of skills and knowledge in the children’s long-term memory. 
  • We believe children being secure in their use of mental skills and having instant and accurate recall of key facts is critical for enabling the new learning of Maths skills to take place. KS1 children are taking part in a NCETM funded project called Mastering Number. 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 is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Therefore, in addition to their daily maths lessons, our KS1 children receive four additional 15 minutes sessions focusing on developing number fluency. KS2 children have two additional mental maths as part of their maths lessons. We believe children having the key facts and concepts secure in their long-term memory allows the children to use their working memory to focus on learning new skills in their maths lessons.
  • Lessons are planned using a mixture of White Rose Premium and Deepening Understanding resources and are supplemented by Power Maths, NRICH and NCETM. Maths lessons are a mixture of fluency, reasoning and problem solving based on a range of real-life problems and scenarios.
  • All children are encouraged to use a range of concrete and pictorial resources to support the development of their learning before they move on to abstract methods. This Concrete, Pictorial, Abstract (CPA) approach is reflected in our calculation policy, to ensure that procedural and conceptual understanding are developed simultaneously.
  • Vocabulary acquisition is a key part of our lessons, and a range of mathematical vocabulary is displayed in all classrooms and modelled by all teaching staff. Children are encouraged to use precise mathematical vocabulary in their responses, both verbal and written.
  • We believe having a positive growth mindset is critical in developing confident mathematicians and therefore we have implemented Carol Dweck’s ‘The Power of Yet’ in all classes. The children know that if they don’t quite understand something yet or can’t solve a problem yet, that it is only a temporary stage in their learning. They might not be able to do it ‘Yet’ but with support, determination and resilience they will get there.
  • Where practicable, questions are marked together during the lesson so the children have the opportunity to see where mistakes were made and to correct them.
  • Teachers plan in regular opportunities for children to apply their mathematical skills in a range of cross-curricula topics such as Science, Design and Technology, History and Geography.
  • EYFS follow the ‘Development Matters’ document to guide the teaching and learning of our youngest children at the start of their maths journeys with links to White Rose Maths beginning to take place in Foundation 2.

We want every child to see themselves as a mathematician and to be able to use their skills of logical reasoning, problem solving and the ability to think in abstract ways to enable them to make a positive contribution as local, national and global citizens. We strive to ensure that Mathematics nurtures talent and widens our pupils’ horizons


By creating a firm foundation for individual growth, all children will make good progress academically, from their various starting points. Our approach to the teaching of Mathematics results in engaging, high-quality lessons, which provide children with the foundations for understanding the world, that they can take with them once they complete their primary education, preparing them for life as local, national and global citizens. Knowledge, understanding and skills will be secured and embedded so that children attain well and in line with their ability, enabling them to be fully prepared for transition to secondary school and life beyond primary school.

On the completion of the curriculum, pupils  will be able to: 

  • Demonstrate a commitment to and passion for the subject;
  • Use of a wide range of mathematical vocabulary correctly;
  • Demonstrate fluent knowledge and recall of number facts and the number system;
  • Develop fluency in performing written and mental calculations;
  • Be able to reason, generalise and make sense of solutions;
  • Apply a broad range of skills in using and applying mathematics in a variety of curriculum areas;
  • Make connections and uses their initiative in solving problems in a wide range of contexts;
  • Embrace the value of learning from mistakes and false starts;
  • Think independently and to persevere when faced with challenges.

Our school has a supportive ethos and this approach supports the children in developing their collaborative and independent skills. Some students come from starting points where they think they cannot do Maths or are not naturally good at it. Our ‘Power of Yet’ philosophy addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by continually developing their growth mindset.

We monitor the impact of our teaching and learning of our Mathematics curriculum in several ways:

  • Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.
  • Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
  • Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The demonstrate flexibility and fluidity to move between different contexts and representations of maths. They develop the ability to recognise relationships and make connections in maths lessons. Teachers plan a range of opportunities to use maths across a range of curriculum areas.
  • At the end of each year we expect the majority of children to have achieved Age Related Expectations (ARE) or better for their year group. Children who have gaps in their knowledge receive appropriate support and intervention.
  • All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.

Additional Information and Resources

Please click on the links below to find out more about our Mathematics curriculum:

National Curriculum Programme of Study: Mathematics

Mathematic Long Term Plan

Mathematics Curriculum Information Booklet

Mathematics Knowledge Progression Document

Mathematics Vocabulary Progression Document

Mental Maths Progression

Maths and Development Matters

Mathematics Reading Spine

Mathematics Policy

Calculation Policy

Maths Glossary for Teachers