Skip to content ↓


'It's not that I'm so smart, it's just that I stay with problems longer.' (Albert Einstein) 


Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore, provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The purpose of our Mathematics Curriculum is to develop:

  •  A positive attitude towards mathematics
  • A creative subject that is inherent in other curriculum areas and allowing for a broad and balanced curriculum
  • To provide children with the skills necessary to carry out problems, that link in with everyday life.
  • To develop the mind and encourage the learner to understand more about the world in which he/she lives
  • An ability to solve problems, to reason, to think logically and to work systematically and accurately.
  • An ability to work both independent and with others
  • Competence to draw upon mathematical concepts, skills and knowledge.
  • To be mathematician masters


We deliver a 'mastery of mathematics' approach, where number learning is at the heart of what we do. Confidence with number, we believe, is the first steps to competency. All children are different and so are the ways in which they learn. In order to cater for this, teachers use a variety of teaching approaches to enhance children’s learning in mathematics. Children are challenged to achieve their potential whatever their ability; by being encouraged to participate in all lessons and engage in independent, paired or group activities learning with peers.

At the heart of our mastery approach is the Concrete Pictorial Abstract (CPA) approach. Research shows that when children are introduced to a new concept, working with concrete physical resources and pictorial representations leads to a better understanding of abstract concepts. Through careful planning, we aim to ensure that throughout the school, children are given opportunities for:

  • problem Solving
  • reasoning
  • fluency
  • open ended investigations
  • practical activities and maths games
  • using the outdoors
  • skills practice, mental calculation and recall of facts

Revisiting previous learning and building on what the children know allows our children to learn, and understand maths, more deeply.

Teachers Planning and Organisation

Each class teacher is responsible for the mathematics learning in their classroom and should ensure there is a daily maths lesson taught every day. These lessons involve:

  • revisiting previous learning as part of a warm up activity; including Kick Starts.
  • a clearly focused teaching that will build upon previous learning and ensure progression
  • an emphasis on embedding fluency
  • the opportunity to reason and problem solve

Each lesson lasts between 45-60 minutes.

In EYFS, the teacher will ensure that children are given the opportunity to build upon their previous knowledge and explore their next steps both within adult guided activities and child initiated activities. Opportunities for mathematics learning will be available in continuous provision, both inside and outside, and adults will question children to move their learning forward.

Spoken language

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.


The impact of our maths curriculum is good! We are consistently inline with national expectations and achieve very well compared to similar schools in Lancashire.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Assessment of impact forms an integral part of every maths lesson at our school - we use formative, daily assessments and end of unit tests. In addition to this, we use termly tests to check on the cumulative knowledge that our children are gaining. Staff continually look at the level of knowledge and understanding shown by the children being taught during every part of the maths lesson and make changes in their teaching to ensure that a solid knowledge and understanding are being developed. Linking with our mastery approach, staff ensure that confidence and resilience continually develop in each and every child, taking the small steps approach to ensure an understanding in every lesson. The way children explain their methods and understanding and the mathematical vocabulary play as big a part as getting the answer correct.

Following a mastery approach to securing mathematical understanding of number, our calculations are progressive and detailed in this document here for you. Calculations Policy

We are very proud of how well our children achieve in maths, this was the picture 2023:

The Early Years Good level of |Development 

Our school         78% 

Lancashire         64% 

England             67% 

Children achieving in number ELG    77.8%

children achieving in Pattern ELG     77.8%


KS1 data (children meeting and exceeding the expected standard) 


                     Reading Writing Maths 

Our school        75%    70%     80%       

Lancashire        66%    59%     69%        

England            68%    60%     70%         






KS2 data (children meeting and exceeding the expected standard) 


           Reading Writing Maths      GPS 

Our school     90%      80%             100%           95%

Lancashire      71%      70%              73%             72%

England          73%       71%               73%               72%


Helping your child with maths (it’s more fun than you think!)

Many people think they “can’t do maths”, but with exciting new teaching approaches, we’re proving day by day that every child really can love and succeed in maths! What’s more, we want to make it as easy as possible for you to support your child’s learning, so here are some helpful tips from our fantastic team.

Try not to hurry through the curriculum.

Remember that understanding each small step is the path to your child’s success: rushing ahead doesn’t work!

Is your child struggling with particular topics?

Try looking instead at work on the same topics from earlier in the year or previous years. Doing this will help plug any learning gaps and make sure your child understands the topic more clearly.

Is your child finding maths easy?

Why not have a go at some of our problem-solving activities or bar modelling problems? These are great exercises for stretching young minds and building new skills and insights! 

Maths Mastery for parents


You have not allowed cookies and this content may contain cookies.

If you would like to view this content please


You have not allowed cookies and this content may contain cookies.

If you would like to view this content please this is a great resource you can use at home - we often send it as homework and for fun! Watch out for regular competitions. - this is fab for our Y6 children, a real help and no login needed!

Multiplication Tables Check (MTC)
The multiplication tables check (MTC) is statutory for primary schools in each academic year.

The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided.

Schools will have a 3-week check window in June to administer the MTC. Teachers will have the flexibility to administer the check to individual pupils, small groups or a whole class at the same time.

The Government have published a leaflet for parents in schools

How we do it

We’ve divided each block of knowledge into a series of small learning steps. Together, these small steps cover all the curriculum content that your child needs to know.

Brain science tells us that your child will remember more by learning maths in small, related chunks. We also used the best available research to map out the crucial learning steps that will help your child to understand what they are learning clearly.

In the pdf section at the bottom of this page are our yearly overviews, but you can see the small steps we take to ensure maths is secure for our learners in the links here:

Small steps Autumn EYFS Small steps Spring EYFS Small steps Summer EYFS

Small steps Autumn Y1  Small steps Spring Y1  Small steps Summer Y1

Small steps Autumn Y2 Small steps Spring Y2 Small steps Summer Y2

Small steps Autumn Y3 Small steps Spring Y3 Small steps Summer Y3

Small steps Autumn Y4 Small steps Spring Y4 Small steps Summer Y4

Small steps Autumn Y5 Small steps Spring Y5 Small steps Summer Y5

Small steps Autumn Y6 Small steps Spring Y6 Small steps Summer Y6

Please note that due to the shortened number of teaching weeks in Spring, the Y6 small step document needs the unit of work on measurement to roll into the new term, but the sequence in which each step within a unit is delivered, remains the same.