Maths

Intent 

At St Anne’s, we aim to support all children to develop the mathematical knowledge, skills and understanding to master and, wherever possible, to exceed age-related expectations so that they are prepared for whatever the future may hold.

At St Anne’s, we aim to:

– Promote children’s curiosity in Maths and enable them to have the confidence to take risks and to learn from first- hand experience

– Enable children to become fluent in the fundamentals of mathematics, such as the recall of number facts, through varied and frequent practice with complexity increasing over time

– Support children to develop their conceptual understanding and ability within mathematics

– Promote children’s ability to solve problems and find solutions by applying what they know to a variety of routine and non-routine problems

– Develop children’s ability to reason mathematically; to follow a line of enquiry and to posit relationships and generalisations using mathematical language

– Support children to make progress at their own pace. Often, misconceptions cause greater difficulties at a later stage of learning.  As a result, we frequently encourage children to revisit their thinking to ensure they feel secure in their understanding and, from here, move confidently on to next steps and challenges.

Adaptations are made to Maths lessons to ensure that all children are able to access the curriculum and are not disadvantaged by Special Educational Needs or Disablity.

Our Intent in the Teaching of Maths is Deeply Rooted in Catholic Social Teaching

We believe:

• in the dignity of the human condition. Every child has unique mathematical potential and ways of thinking, which we nurture and develop through a variety of approaches to ensure all can succeed and flourish.
• that the common good is built through Maths. Mathematical skills empower children to solve real-world problems and contribute thoughtfully and responsibly to society.
• that learning Maths builds our solidarity; no matter our background or abilities, maths is a universal language that connects us all, helping us understand and support each other in daily life.
• that participation is encouraged through collaborative and inclusive learning experiences, such as problem-solving challenges, maths games, and ‘Maths Weeks,’ where children work together, celebrate achievements, and explore the beauty and relevance of mathematics in the world around them.

Implementation

Mastering Number Programme

St Anne’s has adopted the Mastering Number programme to strengthen children’s foundational number skills, with a particular focus on KS1 and early KS2. This approach goes beyond simple number recognition to develop a deep, flexible understanding of numbers and their relationships. Mastering Number is taught daily in KS1, LKS2 and year 5. The scheme develops in children:

• A strong grasp of number bonds and place value
• The ability to subitise—recognising small quantities instantly without counting—which supports rapid number recognition and fluency
• The ability to visualise and manipulate numbers confidently using a range of representations
• Efficient mental calculation strategies, enabling rapid and accurate arithmetic
• Flexibility to approach problems in multiple ways and select appropriate methods
• Confidence to explain their reasoning clearly and make connections between different mathematical ideas

White Rose Maths

St Anne’s Primary School uses the White Rose Maths scheme for teaching core Maths. I see reasoning, I see problem solving and Nrich resources are used to supplement White rose maths

White Rose Maths aims to show pupils that everyone can do maths and inspire children’s love for this fascinating subject. Covering a wide range of school years, it aims to develop pupils’ reasoning, fluency and problem-solving skills. The scheme is split into different seasonal blocks including Autumn, Spring and Summer. Within each of these blocks, a different topic is covered, which is great for helping pupils learn one step at a time.

The principles of White Rose Maths at St Anne’s Catholic Primary School:

• Before commencing a unit, teachers undertake a prior learning check which allows pupils to demonstrate the knowledge and understanding they already have.  This, in turn, enables the teacher to plan a unit which provides the right amount of challenge for all students.
• Children learn new concepts using the concreate- pictorial-abstract (CPA) approach. This enables pupils of all attainment levels to develop a deeper and more secure understanding.
• All lessons commence with a problem to be solved using resources and with a partner.
• Guided practice (led by the teacher) is followed, either by independent work, or by continued support in a small group led by an adult depending on the need of the individual.
• Challenge is built into every lesson through the provision of questions based on both problem-solving and reasoning.
• Real-time assessment (within lessons) ensures that learning is constantly tailored to pupils’ needs whilst summative assessment (undertaken after each lesson, unit of work and block of work) informs medium term planning and whether any interventions will need to take place.

Impact

At St Anne’s Primary School, our pupils will have:
• Developed a deep, secure and adaptable understanding of mathematical concepts through a mastery approach.
• Built strong number sense, particularly in EYFS and KS1, through consistent exposure to the Mastering Number programme.
• Gained confidence in explaining their mathematical thinking using appropriate vocabulary, reasoning and problem-solving strategies.
• Acquired fluency in number facts and calculation methods, enabling efficient and accurate mental and written calculations.
• Developed resilience and a positive attitude towards maths, embracing challenges and learning from mistakes.
• Experienced a well-sequenced curriculum where concepts are broken down into small, manageable steps, ensuring no child is left behind.
• Left primary school with strong foundations in mathematics, ready to confidently access the KS3 curriculum and apply maths in real-life contexts.

Assessment

Assessment is an integral part of teaching and learning and is a continuous process. Teachers make assessments of children by means of:

– Questioning during lessons

– Daily marking (see Marking Policy) mainly within lessons, which may include pupils self-marking their work so that misconceptions can be addressed immediately and corrections made

– Summative End of Unit White Rose Maths tests (approximately every 2-3 weeks)

– Summative End of Block White Rose Maths tests – three times a year at the end of the Autumn, Spring and Summer term

– In Year 2, mock SATs are undertaken in December, February and March, with the official math’s SATs being undertaken in the summer term

– In Year 6, mock SATs are undertaken on a half-termly basis, with the official math’s SATs being undertaken in the summer term

Monitoring and Review

The monitoring of maths teaching and pupil progress is the shared responsibility of teachers, the Maths subject leader and the senior leadership team. Monitoring includes:

– Lesson drop-ins

– Book scrutinies

– Moderation within school and with external bodies

– Pupil progress meetings

The work of the subject leader includes supporting colleagues with the planning and teaching of maths, keeping up to date with current developments as well as providing a strategic lead and direction for the subject. The school’s governing body receives termly updates about Maths from the subject lead (with reference to data and the Maths Action Plan) so that they are informed of the vision for Maths in the school and the progress towards that vision.