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Mathematics

Home Curriculum Teaching and Learning Subjects Mathematics

Maths @ Whitley Lodge First School

We…

  • Are ambitious and have high expectations of all children, creating well-rounded, confident mathematicians.
  • Ensure the children are fluent in recalling number facts, such as number bonds and times tables.
  • Teach a balance of fluency, reasoning and problem solving explicitly to all learners.
  • Broaden children’s mathematical vocabulary, providing the language for reasoning and problem solving.
  • Inspire children to take risks and develop resilience when tackling problems.
  • Ensure transferable skills across the wider curriculum, e.g. science.

Statement of Intent

At Whitley Lodge First School, we implement a mastery approach to teaching mathematics, believing that all pupils have the potential to succeed. We focus on fluency, confidence, and competence through rapid recall and regular practice. Concrete materials and pictorial representations are used to support understanding of calculations. Our goal is to help children understand the importance of maths in everyday life and foster a lifelong love of learning and numbers.

Teaching Approaches

Early Years Foundation Stage

We follow the “Mastering Number” programme to develop number sense, subitising, counting, number composition, and use of manipulatives. Children are encouraged to explore numbers through play, talk, and repetition to secure understanding up to 10 and build confidence.

  • Number Sense: Understanding value, quantity, and number relationships up to 10.
  • Subitising: Instantly recognising small quantities without counting.
  • Cardinality & Counting: One-to-one correspondence, accurate counts, and understanding total value.
  • Composition of Numbers: Exploring number bonds (e.g., 5 = 2 + 3).
  • Manipulatives: Counters, cubes, ten frames for visual and hands-on learning.
  • Maths Talk & Reasoning: Explaining thinking aloud with open-ended questioning.
  • Fluency Practice: Songs, games, and repetition for number bonds and facts.
  • Play-Based Learning: Learning numbers through meaningful, imaginative contexts.
  • Visual Representations: Number lines, dot patterns, and diagrams to support conceptual understanding.

Key Stage 1 and 2

Teaching builds foundational numeracy through concrete, pictorial, and abstract approaches with a focus on fluency, reasoning, and problem-solving. Children are encouraged to explain their thinking and use manipulatives to explore concepts deeply.

  • CPA Approach: Concrete objects → pictorial representations → abstract symbols.
  • Mastery Approach: Small-step teaching with depth, problem-solving, and varied questioning.
  • Talk for Maths: Discussion-based learning through “maths talk” and reasoning prompts.
  • Use of Manipulatives: Tools like cubes, counters, and place value charts for visualisation.
  • Problem Solving & Reasoning: Open-ended tasks and explanations of strategies.
  • Maths Stories & Games: Embedding mathematical thinking through engaging contexts.
  • Cross-Curricular Links: Applying maths in subjects like art, science, and PE.
  • Technology: Use of apps and online platforms like Purple Mash and Times Table Rockstars.
  • Fluency Practice: Quick-fire questions and weekly times tables tests (Flashback4).
  • Maths Books: Structured written practice with emphasis on neat presentation and pride in work.

Curriculum

Teachers follow a long-term plan that ensures full coverage of National Curriculum objectives through focused units. Concepts are delivered over 4–5 week blocks to ensure depth and progression.

By the end of Key Stage 1

  • Confidence and mental fluency with whole numbers and place value.
  • Introduction to the four operations using objects and pictures.
  • Early understanding of shapes, fractions, and measurements.
Key Concepts:
  • Number & Place Value: Counting in steps; understanding digits up to 100.
  • Addition & Subtraction: Solving problems, learning number bonds.
  • Multiplication & Division: Counting in multiples, arrays, grouping.
  • Fractions: Halves and quarters of shapes and quantities.
  • Measurement: Units for length, mass, time, and money.
  • Geometry: Recognising 2D and 3D shapes; understanding position.
  • Statistics (Y2): Using pictograms, tally charts, and bar graphs.

By the end of Key Stage 2 (Year 4)

  • Fluency in four operations and application in real-world problems.
  • Understanding fractions, decimals, and percentages.
  • Developing reasoning and problem-solving in all areas.
Key Concepts (Years 3 & 4):
  • Number & Place Value: Up to 10,000; counting in multiples; rounding.
  • Addition & Subtraction: Written and mental methods using 3–4 digit numbers.
  • Multiplication & Division: Times tables to 12×12; written and mental methods.
  • Fractions & Decimals: Comparing, adding/subtracting fractions; early decimals.
  • Measurement: Metric units, perimeter, area (Y4), and time (24-hour clock).
  • Geometry: Properties of shapes, angles, lines, and symmetry.
  • Statistics: Interpreting and solving problems using charts and graphs.

Purpose of Study

The National Curriculum for maths ensures all pupils:

  • Understand the world through mathematical concepts and language.
  • Develop logical problem-solving and decision-making skills.
  • Achieve fluency in core mathematical skills and number facts.
  • Reason mathematically and use precise language.
  • Become competent in all mathematical areas including algebra, geometry, and statistics.
  • Appreciate the creative and exploratory nature of mathematics.
  • Are prepared for future education and careers requiring numeracy.
  • Develop a positive mindset and eliminate maths anxiety.
  • Build perseverance and resilience in problem-solving.
  • Make cross-curricular links, especially in STEM subjects.

The Role of the Subject Leader

The Maths Subject Leader is responsible for:

  • Providing strategic leadership for maths across the school.
  • Supporting staff in planning and delivery of high-quality lessons.
  • Monitoring pupil progress and attainment through assessments.
  • Attending training and managing resources effectively.

Subject leaders ensure full National Curriculum coverage and use evidence from books and pupil voice to inform improvements. Outcomes are used to create yearly action plans.

Inclusion

All pupils access maths within the same context, with support and challenge tailored to individual needs. Differentiated open-ended tasks and high-level questioning are used to extend all learners.

Assessment

Formative assessment happens daily through marking, feedback, and discussions. Children review work using “purple polishing pens.” Pre/post-unit assessments (e.g. White Rose Maths) are used in Key Stage 1 and 2 to track progress. All data is monitored using Sonar Tracker and informs intervention and planning.

In Year 4, all children complete the statutory national Multiplication Tables Check (MTC). Times table practice and targeted intervention are used throughout Key Stage 2 to prepare.