‘The value of the problem is not so much coming up with the answer as in the ideas and attempted ideas it forces on the would be solver.'
Israel Nathan Herstein


At St Mary’s We know that a high-quality mathematics education 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. Our curriculum 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. Therefore pupils at St Mary’s enjoy mathematical challenges and develop a can do attitude towards problem solving.   


Our maths curriculum challenges children and provides them with the hope achieve further without giving up and become a truly great mathematician.  


In Maths, our children develop their knowledge of fluency through number facts to support their learning of skills to reason and solve problems.  


Our children will show honesty when developing their maths skills, self-evaluating areas they can develop through further practice. They work together effectively in groups to achieve a goal, knowing teamwork and sharing of skills can help achieve success.  


Our children will show compassion for others when working on challenging questions and provide a culture of support for those who try, even when not successful. They will show honesty when marking work and self –assessing tasks. Through group activities and problem solving they will listen to others ideas and encourage participation by everyone.

At St Mary’s, our intent is to develop our pupil’s ability to reason mathematically, problem solve and develop fluency skills/conceptual understanding in each strand of the curriculum. We allow our pupils to engage with creative lessons, which allows them to explore maths deeply, using mathematical vocabulary to reason carefully, and explain their findings.

We encourage children to recognise that mistakes needs to happen in order to learn and that the process of trial and error is a key skill in mathematics. We give each and every child a belief that they are able to succeed in this subject.

In order to achieve this, we provide a balanced and progressive curriculum, which is inclusive to all pupils. It allows each child the same quality of teaching, learning opportunities and access to challenge.

As a school we follow, ‘The National Curriculum Programmes of Study 2014’ and ‘The EYFS Framework – Number and Numerical Patterns’. Since the Coronavirus pandemic, we have also incorporated the 2020 non-statutory, ‘Ready to Progress’ guidance, to ensure children move forward with the curriculum without gaps in their learning. At St Mary’s, we use the White Rose Maths scheme of learning as a guide for small steps in learning. This ensures consistency across the school for the children and teaching staff. We ensure only high quality resources are used to support learning and these are selected from various recommended websites.

At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses and is highly visible on Maths Working Walls so the children can use them regularly and correctly when using verbal or written explanations in their work. Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. Our approach incorporates using concrete objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

 Children work on the objective at whatever entrance stage they are assessed as being at. Children can acquire the skill (fluency), apply the skill (problem solving) or deepen the skill (reasoning) within the lesson.

Within lessons, teachers use a variety of strategies to allow learners to explore and consolidate their skills, promoting discussion and questioning. These include:

·         Using concrete manipulatives
·         Creating pictorial representations
·         Teacher modelling
·         Collaborative group work
·         Talk Partners
·         Independent work
·         Problem solving and open-ended investigations
·         Use of the outdoor classroom/resources to create projects

Children who have shown their understanding at a deep level within the unit will have opportunities to apply these skills in a greater depth activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.

Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems/puzzles. A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills with growing independence.

As a school, we strive to ensure our children’s attainment is in line with or exceeds their potential, whatever their starting point in primary education. Using the mastery White Rose curriculum (supported by our non-negotiable key skills) and Deepening Understanding we will ensure our pupils are academically prepared for life beyond primary school and throughout their educational journey.

 We aim to ensure that all pupils, on leaving St Mary’s C of E Primary School will:

·         Have a love and enjoyment of the subject
·         Be fluent in arithmetic skills
·         Approach reasoning and problem solving tasks with resilience, and be able to draw on a variety of strategies to help solve these problems
·         Use mathematical language accurately and confidently to express their ideas
·         Understand the importance of Maths and its links to other subjects and the wider world