Maths
What we teach, why we teach it, and how it helps every child grow.
Our intent
A love of all things mathematical
At Weeton St Michael’s, we strive to develop a love of mathematics in every child. We believe that every child is equally important and ensure that all pupils are supported and challenged to achieve their full potential at a level appropriate to their individual needs.
Our mathematics lessons combine engaging, practical activities with opportunities to develop deeper thinking, practise mathematical methods and build fluency in key facts. Through challenging word problems, missing number activities and open-ended investigations, children are encouraged to become confident, independent mathematical thinkers who can apply their knowledge to a range of situations.
We place great importance on mathematical reasoning and discussion. Children are encouraged to explain their thinking, justify their answers and use accurate mathematical vocabulary. They are also given opportunities to discuss different approaches, respectfully challenge one another and confidently explain and defend their ideas.
At Weeton St Michael’s we use White Rose Mathematics Mixed Age Curriculum. Our Mathematics curriculum supports pupils to meet the National curriculum end of Key stage 1 and 2 attainment targets.
Subject Lead
Miss Emily Bickerstaffe
We aim for our children to
- develop a positive attitude and approach to maths.
- develop a secure understanding of the objectives being taught.
- appreciate that maths is fundamental to all areas of the curriculum and the real world.
- become confident at expressing their reasons and thinking using the correct mathematical language and vocabulary
- challenge and be challenged by peers in a safe environment
- develop quick recall of the basic facts including multiplication facts
- be able to solve problems by applying their knowledge of different approaches
How we teach it
Implementation
At Weeton St Michael’s, mathematics is taught in line with the National Curriculum objectives for each year group. We follow the White Rose Maths Mixed-Age Curriculum and use a mastery approach to ensure that children develop a deep, secure understanding of mathematical concepts before moving on to new learning.
Children take part in daily mathematics lessons, where they explore different methods, representations and strategies to solve mathematical problems. Lessons are carefully sequenced to build on prior knowledge, with regular opportunities to revisit, consolidate and extend learning across a range of mathematical topics. Teachers use targeted questioning to assess understanding, encourage mathematical reasoning and challenge pupils to explain and justify their thinking.
Children have access to a range of practical resources, including classroom maths areas where they can independently select equipment to support their learning. Classroom displays, working walls and carefully chosen resources further enhance understanding and encourage pupils to become confident and independent mathematicians.
Ongoing formative and summative assessment informs teachers’ planning and identifies the next steps in learning. Where appropriate, small-group interventions provide additional support, helping children to develop their understanding, overcome misconceptions and build confidence in mathematics.
Staff carefully adapt their teaching to meet the needs of the children in their class, ensuring that learning is appropriately challenging and accessible to all. We believe that every child can succeed in mathematics and that all pupils should have the opportunity to develop secure knowledge and understanding across the subject. Learning is built progressively, with teachers ensuring that children have a sound understanding of key concepts before moving on.
Every child can achieve in maths
We are committed to continually improving the quality of mathematics teaching through professional development, staff training, subject monitoring and supportive subject leadership. Through this approach, we aim to nurture confident, resilient learners who enjoy mathematics and can apply their skills in a range of contexts.
The impact
How we know it is working
At Weeton St Michael’s, our mathematics curriculum aims to ensure that the majority of children achieve the end-of-year expectations for their year group. We want all pupils to develop a positive and enthusiastic attitude towards mathematics, demonstrating resilience, confidence and a “can-do” approach to their learning. Children are encouraged to talk positively about mathematics and apply their skills confidently in both familiar and unfamiliar contexts. They develop connections between different areas of mathematics and understand how their learning relates to the wider world and everyday life.
Assessment is an integral part of every mathematics lesson at Weeton St Michael’s. Teachers continually assess pupils’ knowledge and understanding through questioning, observation, discussion and the work they produce. This ongoing assessment informs teaching, allowing staff to address misconceptions, adapt lessons and ensure that children develop a secure understanding of key concepts.
We place great importance on developing confidence and resilience through a small-steps approach to learning. Children are given time to practise, consolidate and deepen their understanding before progressing to more challenging concepts. They are encouraged to explain their methods, justify their answers and use accurate mathematical vocabulary to communicate their reasoning.
At the end of each unit of work, children complete a formal assessment following a period of further learning and consolidation. This allows teachers to evaluate how securely pupils have understood the concepts taught and whether they can apply their knowledge independently.
In Key Stage 1 and Key Stage 2, formal assessments are also carried out at the end of each term to identify gaps in learning and areas requiring further development. The outcomes of these assessments, alongside teachers’ ongoing classroom assessments, inform targeted teaching, additional support and future planning. Assessment information is also shared with the Senior Leadership Team (SLT) to monitor progress and support continued improvement across the school.
Through this approach, we aim to ensure that every child is supported to make progress, develop secure mathematical understanding and become a confident, resilient and independent mathematician.
Each term the subject leader will
- Monitor pupils' work
- Interview pupils
- Evaluate assessments and identify trends
- Conduct learning walks
Standards of teaching and learning in mathematics are monitored by the subject leader and the headteacher. We review and develop the curriculum on an annual basis.
What children learn
National Curriculum expectations by key stage
Early Years Foundation Stage
Mathematics in the EYFS comes under two strands, each of which has an Early Learning Goal.
Number
Children at the expected level of development will understand numbers to 10; link the names of numbers, numerals, their value and their position in the counting order; subitise (recognise quantities without counting) up to 5; and automatically recall number bonds for numbers 0 to 5 and for 10, including corresponding partitioning facts.
Numerical patterns
Children at the expected level of development will automatically recall double facts up to 5 + 5; compare sets of objects up to 10 in different contexts, considering size and difference; and explore patterns of numbers within numbers up to 10, including evens and odds.
In practice
In the EYFS, children are immersed in mathematical language and encouraged to use it within their open provision. They experience activities where they explore number understanding and show critical thinking in the tasks they take part in. Every opportunity is taken to talk about and experience numbers and problem solving appropriate to our children.
Key Stage 1
The curriculum for KS1 aims to allow the children to develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools).
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
Year 2
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. Fluency will be aided by emphasis on practice at this stage. In addition, Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at KS1.
Lower Key Stage 2
In lower Key Stage 2, pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This ensures that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Pupils develop their ability to solve a range of problems, including those involving simple fractions and decimal place value. Teaching also ensures that pupils draw with increasing accuracy and develop mathematical reasoning, so they can analyse shapes and their properties and confidently describe the relationships between them. It ensures they can use measuring instruments with accuracy and make connections between measures and number.
Year 4
By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 times table, and should show precision and fluency in their work.
Pupils are immersed in mathematical vocabulary, which they should be able to spell correctly and confidently, using their growing word knowledge and their knowledge of spelling.
Upper Key Stage 2
In upper KS2 pupils should extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
Furthermore, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means of solving a variety of problems. Teaching should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of KS2, pupils should be fluent in written methods for all four operations including long multiplication and division, and in working with fractions, decimals and percentages. All pupils should read, spell and pronounce mathematical vocabulary correctly whilst also understanding the definition of the mathematical vocabulary. This vocabulary should be used in their work accurately.
Our whole-school curriculum vision
At Weeton St Michael's C of E Primary School, our vision is to provide our children with a high-quality, inclusive education inspired by Christian values. Excellent teaching and learning form the basis of all our work, delivered through a caring, creative ethos.
Our children are encouraged to have a positive attitude, develop resilience in their approach to learning, become confident in their own ability, and be independent and motivated to achieve their full potential.
We believe it is our duty to make learning fun, engaging, memorable, accessible and ambitious for all children, instilling in them a love of learning.
We take seriously our duty to teach children about the fundamental British values of mutual respect and tolerance, democracy, the rule of law and individual liberty. These values are woven through our curriculum so that our learners leave us prepared for life in modern Britain.
Documents
Take a closer look at the subjects we teach
Useful links
Good places to practise
We had added some resource links that our children actually use or which may be handy to learn at home.
Questions about the curriculum?
Our subject leaders are always happy to talk. Call 01253 836280
