Maths

Subject Leader - Mr T Crow

What do we want our pupils to learn?

We aim to give children a strong foundation in maths by developing their confidence, fluency, and enjoyment of working with numbers. Children learn to count, compare and use numbers up to 100, explore addition and subtraction, and begin to understand multiplication and division.

They also learn about shapes, measures, time, and patterns through practical, engaging activities. Our teaching focuses on building a deep understanding of number, using concrete resources, visual models, and real-life contexts.

By the end of Key Stage 1, we want all children to be confident, curious mathematicians who can explain their thinking, solve problems, and are ready for the challenges of Key Stage 2.

What we are teaching...

EYFS

In Nursery & Reception, our approach to mathematics combines the structured, daily fluency work of the Mastering Number Programme with rich, play‑based opportunities for exploring number within continuous provision.

Mastering Number

Children engage in short, focused sessions (typically 10‑15 minutes) several times a week, using carefully designed materials to build strong number sense: recognising how numbers are composed and decomposed, subitising, comparing quantities and developing flexibility with number facts.
These sessions are the main mathematics number work for Reception and support children in developing the foundations needed for future maths success.
The programme emphasises the use of manipulatives (for example the rekenrek) and encouraging mathematical talk, so children can communicate their thinking and understanding.

Continuous Provision

In addition to the guided Mastering Number sessions, we embed number‑rich activities throughout the continuous provision areas. Children have varied, high‑quality maths resources available in their play, enabling them to revisit and apply their mathematical thinking independently or collaboratively.
The continuous provision helps children to explore number in meaningful contexts, consolidate their learning from the fluency sessions, and make connections across their experiences in the setting.
The flexibility of continuous provision supports children at different levels of understanding and allows for responsive adult‑led and child‑initiated opportunities to deepen number sense.

Together, this blended approach ensures that children not only build solid mathematical foundations through direct, focused teaching of number, but also that they have ongoing opportunities to explore, consolidate and apply their mathematical thinking in rich and engaging ways.

Year 1

Year 2

White Rose Maths teaching is effectively complemented by the The National Centre for Excellence in Mathematics (NCETM) Mastering Number programme, as both approaches focus on building a deep and secure understanding of number from the earliest stages. While White Rose provides a broad and structured maths curriculum, Mastering Number places a strong emphasis on developing number fluency, subitising, and a secure grasp of number bonds through short, daily sessions. This consistent, layered approach helps pupils develop confidence, flexibility with numbers, and the foundational skills needed to access the wider maths curriculum. Together, they support progression in mathematical thinking and ensure children are well-prepared for more complex concepts later on.

How we teach...

White Rose Maths lessons are delivered using a carefully structured small steps approach, which breaks down mathematical concepts into a logical sequence of manageable chunks. This ensures that learning is progressive and that each new step builds securely on prior knowledge. Lessons typically begin with a recap of previous learning, followed by teacher-led modelling using visual representations and practical resources. Pupils are then guided through shared examples before moving on to independent practice, with opportunities for reasoning and problem-solving embedded throughout. This approach supports all learners by promoting fluency, deep understanding, and confidence in applying mathematical skills to a variety of contexts.

What pupils will have learnt to do...

Teachers deliver a high-quality, mastery-based mathematics curriculum that supports all pupils in developing deep, long-term, and adaptable understanding of mathematical concepts.

Our approach ensures that:

Pupils develop strong mathematical foundations: Through the carefully sequenced White Rose curriculum, children build fluency, reasoning, and problem-solving skills from Early Years through to Year 2. The consistent CPA (concrete, pictorial, abstract) approach enables learners to make secure connections and understand mathematical structures, not just procedures.
Mathematical confidence is fostered in all learners: Pupils are encouraged to articulate their thinking, explore multiple methods, and embrace challenge. The small-step progression and built-in scaffolding ensure that all learners – including those with SEND and disadvantaged pupils – are supported and can access learning alongside their peers.
Progress is visible and measurable: Regular formative assessment, end-of-block assessments, and retrieval opportunities ensure that teachers can identify gaps early and adapt teaching responsively. Pupil attainment data shows that the majority of our pupils meet or exceed age-related expectations in mathematics.
Maths is valued across the curriculum: Pupils increasingly demonstrate transferable problem-solving skills, logical reasoning, and resilience – which support learning in other subjects and prepare them for the next stages of education.