We aim to ensure that every child leaves St Paul’s Primary School & Nursery with the best mathematical skills and knowledge, so that every child can achieve to the best of their ability. Their high-quality mathematics education will provide them with a foundation for

understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject.

Please click below to view our Mathematics Policy:


The National Curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions



Within our school, the National Curriculum aims are embedded within mathematical sessions and consistently developed overtime. We are committed to ensuring that all children are able to recognise the importance of mathematics in the wider world. The children can then use their mathematical skills confidently in their lives in a range of contexts. We want all children to be at enthused and engaged within the subject, so that they can experience success with the ability to calculate fluently, reason and problem solve.  We aim to develop children’s curiosity of mathematics and appreciate its beauty and power in our society.



To ensure whole school consistency and progression of the school uses the DFE approved White Rose mathematics scheme. The children have many opportunities to develop their fluency of skills, their reasoning of mathematics and their problem-solving skills over individual key concepts of learning. New concepts are shared and modelled with fluency reasoning and problem solving, over a sequence of key lessons, interlinking real-life contexts that link to other areas of learning, where possible. In Key Stage One, these new concepts are always presented with objects (concrete manipulatives) for the children to use. Children can also use a range of concrete manipulatives within Key Stage two, when needed.   Once concrete concepts are developed the children can move into exploring pictorially and then abstractly. Teachers use a range of questioning skills to draw children’s discussions and their reasoning. Once fluency is developed the class teacher then teaches the children the strategies for reasoning and solving problems. Independent work provides the means for all children to develop their fluency further before progressing to more complex related problems. Mathematical topics are talking blocks to enable the achievement of mastery over time. Each sequence of lessons a ‘lesson phase’ provides the means to achieve greater depth with more able children offered sophisticated problems as well as exploratory, investigative tasks within the lesson as appropriate.



The impact of our Mathematics curriculum is that children understand the relevance of what they are learning and what learning came before this. Mathematics books are completed within each year groups showing the developed progression evidence of fluency, reasoning and problem solving.  The children become fluent, successful reasoners with the ability to problem solve within a wider context.



In order to achieve the above aims, teachers devise medium-term plans drawing upon the National Curriculum and Early Years Foundation Stage materials.



Mathematics is one of the four specific areas within the Early Years Foundation Stage (EYFS). Each specific area is divided into Early Learning Goals, for maths these are:


  • Numbers - children learn to count and the value of numbers, higher and lower. These skills support them to solve problems, use money and calculate more or less.
  • Shape, Space and Measure - these skills support children to understand size, weight, capacity, position, distance, time and money and compare quantities, objects and solve problems


The Mathematics curriculum follows the mathematical development the Early Years Foundation Stage. At this age, children are provided with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. They are given opportunities to explore numbers, measures, patterns, shapes and space through a variety of practical activities, using both the indoor and outdoor classrooms. They are encouraged to talk about and enjoy all aspects of mathematics. Where possible the children will use concrete resources to aid their understanding within concepts and develop their understanding of pictorials. White Rose Mathematics will be used where appropriate. 


KS1 and KS2 

The Mathematics curriculum is based upon White Rose Mathematics. All teachers will plan out their Medium Term and Short Term plan using the guidance given by the White Rose Mathematics. These guidance documents aim to develop a deep understanding within all concepts of mathematics, confidence and competence within mathematics that produces strong secure learning for the children. The children will become independent, reflective thinkers, whose skills will support them across the rest of the curriculum. The children will develop their understanding through a cycle of concrete, pictorial and abstract learning, which will enable them to have a deep understanding.

Each daily mathematics lesson will incorporate a Five A Day learning starter as well as the teaching and practice of mathematical skills. 



Please click the documents below: