We use the National Curriculum Mathematics Programme of study for the teaching of Maths which is divided into number, measurement, geometry, statistics, ratio and proportion and algebra.  All planning is predominantly based on ensuring every child accesses our broad and balanced curriculum (through the National Curriculum and Statutory Framework) regardless of ability. The White Rose Scheme of Learning is used to support pupils’ understanding of all areas of mathematics: However, planning across school is based on individual and class needs so it can be altered at the teacher’s discretion. 

Teachers use our BG Learning Cycle (based on Rosenshine’s Principles of Instruction) as a framework for teaching the daily maths lessons:

Maths expectations in KS1/KS2:

  • Children start the day with a mental fast 10 during registration.
  • Maths is taught daily
  • Child have time to respond to marking and address misconceptions
  • All classes take part in a daily count, which is relative to each year group.
  • All children become proficient at fluency, problem solving and reasoning questions.
  • A weekly arithmetic test ensures that key skills are embedded and revisited
  • Maths Meetings three times a week to embed prior learning through games, chants and songs
  • TT Rockstars used from Y2 to Y6 to embed times tables

Maths in EYFS:

We know that early mathematical knowledge predicts later reading ability and general education and progress and so we ensure that we develop firm mathematical foundations from the moment our children join us so that they can develop a strong grounding in number. 

Our Two Year olds explore mathematics through a range of contexts such as stories, puzzles, song and rhyme. We maximise on every day opportunities to reinforce core skills in number and counting through play in an environment that is planned to support early mathematical thinking and supported by skilled adults. Both our indoor and outdoor learning environments support our children’s developing mathematical understanding. Daily opportunities to count in everyday situations, a book rich environment that underpins language development and numerals in the environment all help to give our youngest children a firm mathematical foundation.

As children move into Nursery they become ready for a more formal approach to mathematics and we ensure that they develop the building blocks that will support them to excel mathematically.  When developmentally ready, children in Nursery will take part in discrete carpet teaching sessions where they can  develop strong routines supporting their emerging understanding of patterns and connections. It is in Nursery that our children begin the Daily Count in line with the rest of the school.   We plan whole class and small group direct teaching sessions where we develop understanding and skill in; counting and cardinality, comparison and composition, pattern, shape and space and measures. 

When children move into Reception their maths curriculum is based on the White Rose scheme that works towards the Early Learning Goals whilst also being grounded with mathematical thinking and talk. Key mathematical ideas and concepts are revisited and developed further, thus supporting the children’s smooth transition into Year 1 and beyond. Like the rest of the school, EYFS use the White Rose scheme to sequence lessons and as a bank of useful resources and ideas. Repetition of key concepts and skills is key to ensuring children know more and remember more and that their knowledge is embedded before they move onto the next step in their learning. 

Opportunities to practise and embed key mathematical concepts independently across our Early Years department are plentiful in environments that have high quality open-ended resources that support our youngest enquiring minds. Each of our three Early Years classes has a carefully planned maths area with resources that are specifically selected to ensure a progression of skills appropriate to our children’s developmental needs. We have staff who are trained in Maths Through Picture Books, a dialogic approach that further supports our key driver of Communication, Speech and Language. Rich and varied opportunities are provided indoors and outdoors to practise skills with creativity and resilience and our children learn that to be an expert we need to have a go and get things wrong. 

Supporting your Child with Maths at Home

Top tips for parents:

  1. It is really important to be positive about maths. Don’t say ‘I couldn’t do maths at school.’ Instead, try to encourage a love for investigation and solving problems.
    2. Point out maths in everyday life- when you are cooking, travelling, at the supermarket. It can be as simple as pointing out the time during the day.
    3. Praise effort rather than talent. It is ok to make mistakes and struggle a little as that is how learning takes place.

We are aware that many parents feel that maths has changed since they were at school. In this series of short videos, you parents and families can find out more about how maths is taught in our school.


There are a number of different apps that you can use to help support your child’s learning. One that we would particularly recommend is the 1-Minute Maths App which aims to give the children greater confidence and fluency in number. It gives targeted practice in one-minute chunks: