Mathematics at St Andrew’s Church of England Primary School

Developing confident, fluent and resilient mathematicians

At St Andrew’s Church of England Primary School, we want every child to develop a positive attitude towards mathematics and to see themselves as a successful mathematician. We aim to provide children with the knowledge, skills and confidence they need to use mathematics effectively, both in school and in everyday life.

From Year 1 through to Year 6, we use White Rose Maths to support the planning and sequencing of our mathematics curriculum. This provides a clear progression of mathematical knowledge and skills as children move through school, while allowing teachers to adapt learning to meet the needs of their individual classes.

Our approach to mathematics

Our teaching is based on the principle that all children can achieve in mathematics.

Rather than simply learning procedures, children are encouraged to understand why mathematical methods work. Lessons provide opportunities for pupils to:

• develop secure number knowledge and fluency;
• explore new mathematical concepts using practical equipment;
• use pictures, models and representations to support understanding;
• explain their mathematical thinking using appropriate vocabulary;
• reason, investigate and make connections;
• apply their understanding to a range of problem-solving situations;
• learn from mistakes and develop resilience when mathematics becomes challenging.

Using White Rose Maths from Year 1 to Year 6

White Rose Maths provides a carefully sequenced structure which helps us build learning progressively across the school.

Children encounter important mathematical concepts in a logical order, with new learning building upon knowledge and skills developed previously.

Across Years 1 to 6, pupils study key areas of mathematics including:

• Number and place value
• Addition, subtraction, multiplication and division
• Fractions, decimals and percentages
• Measurement
• Geometry
• Statistics
• Ratio, proportion and algebra, where appropriate in the later primary years

Teachers use their professional judgement when using White Rose Maths. Lessons and resources are adapted rather than simply followed, ensuring that teaching responds to pupils’ understanding, misconceptions and individual needs.

Concrete, pictorial and abstract learning

An important part of our approach is helping children move confidently from practical experiences towards increasingly abstract mathematics.

Concrete

Children use practical equipment such as counters, cubes, number lines and place-value resources to explore mathematical ideas.

Pictorial

They then represent their understanding using pictures, diagrams, bar models and other mathematical representations.

Abstract

As their understanding develops, children become increasingly confident working with numbers, symbols and formal written methods.

These approaches are not restricted to younger children. Appropriate mathematical representations continue to be used throughout Key Stage 2 whenever they help pupils develop a deeper understanding.

Fluency, reasoning and problem solving

We believe successful mathematicians need more than the ability to calculate an answer.

Throughout their mathematics lessons, children develop three important elements:

Fluency
Children develop accuracy, efficiency and confidence with number facts, calculations and mathematical procedures.

Reasoning
Children are encouraged to explain their thinking, justify answers, spot patterns, compare methods and use mathematical vocabulary accurately.

Problem solving
Children apply their knowledge to familiar and unfamiliar problems, deciding which strategies and mathematical knowledge will help them reach a solution.

Teachers regularly ask questions such as:

How do you know?
Can you prove it?
Is there another way?
What do you notice?
What would happen if…?

This encourages children to become thoughtful and independent mathematicians rather than simply focusing on finding the correct answer.

Supporting every learner

We recognise that children develop mathematical understanding at different rates.

Teachers use assessment throughout lessons to identify what pupils understand and where additional support may be needed. Practical resources, representations, carefully chosen examples and additional scaffolding can be used to help children access new learning.

Children who demonstrate secure understanding are challenged to reason more deeply, make connections and apply their knowledge in increasingly complex situations, rather than simply moving quickly onto mathematics from a different year group.

Building strong foundations

Secure number knowledge is fundamental to future success in mathematics. Across the school, we place a strong emphasis on developing children's understanding of number, number relationships and efficient calculation strategies.

As children progress through KS2, they continue to develop fluency with key number facts, including multiplication and division facts, so that this knowledge can be applied confidently to increasingly complex mathematics.

Preparing children for the future

By the end of Year 6, we want our pupils to leave St Andrew’s as confident, curious and resilient mathematicians.

Our aim is for children to have secure mathematical foundations, but also to understand that being successful in maths involves asking questions, making connections, persevering and being willing to try different approaches.

Above all, we want our pupils to recognise that mathematics is something they can understand, enjoy and succeed in.