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“The intent of our Maths curriculum is to deliver high quality lessons that inspire all pupils to be confident mathematical thinkers.

We aim to provide opportunities for pupils to be fluent in number, which supports their problem solving and reasoning.

We want to provide opportunities to inspire mathematical minds and develop their vocabulary that helps to embed our values such as excellence and resilience.”

Following the introduction of the new National Curriculum, the emphasis has been to ensure that all children:

  • Become FLUENT
  • Can REASON and EXPLAIN mathematically

    This means that children need to be regularly exposed to opportunities involving increasingly complex problem solving which allows them to apply their maths knowledge. In doing so, they should be encouraged to develop an argument and line of enquiry which they can prove and justify using mathematical vocabulary. This includes the ability to break down problems into a series of steps.                                        

    Our Guiding Principles       

  • Understanding maths is a key life skill
  • Maths should be accessible to all children
  • Maths should invoke a feeling of enjoyment and challenge


    Our aim is to teach Maths in a way that:

  • delivers Maths in line with new National Curriculum guidelines
  • promotes the concept that acquiring mathematical knowledge and skills provides the foundation for understanding the world
  • develops mental strategies
  • encourages children to use mathematical vocabulary to reason and explain
  • ensures that children are secure in their understanding of number and number relationships
  • enables children to learn mathematical concepts in a lively, exciting and stimulating environment
  • links mathematics to other areas of the curriculum. 


  • Our calculation policy was revised in line with the 2014 National Curriculum requirements. The new Programmes of Study form the basis of the policy.

  • Methods of calculation have been exemplified with working examples, supported by pictorial representations.


    We are developing a ‘mastery’ approach to the teaching of mathematics based on the methods used in White Rose, Greater Depth and Mastery. This is part of a national long term programme designed to enable all children to be able to understand mathematical concepts and approach maths with confidence.

    We have developed our own calculations policy in order to ensure that the children follow a clear path towards being successful in addition, subtraction, multiplication and division.

    Mathematics is the foundation of science and technology. Everyone needs mathematics in order to function in society and the world of work. Therefore, the Mathematics curriculum at St. Michael’s Church School reflects the understanding that mathematical literacy is important for all pupils to possess and apply.  

    Mathematical understanding is at the core of every lesson and is achieved through the use of images and/or concrete manipulatives. Within lessons there is less onus placed on procedure and more on questioning and discussion to ensure that children know what they are doing and why they are doing it.

    We encourage our pupils to explore, discover, analyses and apply mathematics through a variety of teaching techniques and strategies which utilise all modes of learning, including integrating maths across the curriculum.

    Our curriculum is planned to meet the needs of learners within each classroom and covers the National Curriculum at a stage and level that is appropriate to the child. Learners who struggle with numeracy are placed on a quality and proven maths intervention programme to help them secure understanding and make good progress, which will equip them in their future learning and future lives.

    At St. Michael’s Church School we teach Maths using the new National Curriculum. The programmes of study within the new curriculum are arranged into the following areas:

  • Number
    • Number and place value
    • Addition and subtraction
    • Multiplication and division
    • Fractions
    • Ratio and proportion (Year 6)
    • Algebra (Year 6)
  • Measurement
  • Geometry
    • Properties of shape
    • Position and direction
  • Statistics (from Year 2 upwards)
  • We are in the beginning stages of implementing a Mastery approach to the teaching of Mathematics. When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and children demonstrate that they have a secure understanding of mathematical concepts. This approach uses a Concrete-Pictorial-Abstract model where pupils use physical resources to 'do' the maths, then pictures and images to 'see' the maths before moving onto solving abstract questions without these supports.
  • Pupils begin with a fluency task to assess their basic undertanding of the concept/learning objective and are supported where needed by resources and adult support. Within all of the areas above pupils' understanding is then further challenged through a range of opportunities to solve problems and use their investigative skills.

    The use of Mathematical vocabulary, by both staff and pupils, is a key part of the Mastery approach and we encourage pupils to use the correct mathematical terminology when explaining how they have tackled and solved questions and problems

    Children are taught Maths every day within their usual classes and work with a mixture of pupils within their classrooms, learning from each other throughout their lessons. Within the new curriculum the focus is very much on depth of understanding so it is very unlikely that your child will be moved onto the objectives from the next year group. Instead, pupils are provided with tasks and problems which will provide them with a deeper understand of the mathematical concept being taught.

    We have set out our school calculation policy to ensure that pupils have this depth of understanding of a concept.

    Quick mental recall of mathematical facts such as times tables, doubles/halves, squared/cubed numbers and number bonds is essential in becoming a confident mathematician and this is an area which we are having a large focus on this year through the introduction of the 99 club. Each pupil will work their way through different levels, which contain increasingly difficult mental recall objectives. Please support your children as much as possible at home with their current targets.

    Schemes of Work in Maths 

    The National Curriculum, which is statutory from September 2014, provides the framework for the teaching of Maths at St. Michael’s Church School. It breaks Key Stage 2 into Lower and Upper, and contains the programmes of study in each area.