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At Darrington CE Primary School, we believe that mathematics is an essential tool for everyday life. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. All learners should become fluent in the fundamentals of mathematics and should be able to reason mathematically and solve problems by applying their mathematical understanding. We endeavour to ensure that children develop an enthusiastic and creative attitude towards mathematics that will stay with them throughout their lives.

“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”

 (The National Curriculum for Mathematics 2014)



Using the Programmes of Study from the National Curriculum for Mathematics we aim to develop:

  • An enjoyment and curiosity about mathematics and for children to feel confident to become successful;
  • Children’s abilities to use and apply mathematics to solve problems in both the classroom and in ‘real life’ contexts;
  • A confidence to communicate ideas in written form and orally;
  • Independent and collaborative ways of working, encouraging children to share ideas and solve problems together;
  • A wide range of mathematical vocabulary to be modelled and used in the classroom environment;
  • The children’s ability to recall mental facts accurately and quickly and using effective written calculation methods;
  • Children’s logical thinking, reasoning and ability to problem solve as transferable life skills.

We aim to ensure that throughout the school, children are given opportunities for:

  • practical activities and mathematical games
  • problem solving
  • individual, group and whole class discussions and activities
  • open and closed tasks
  • a range of methods of calculating eg. mental, pencil and paper and using a calculator
  • working with computers as a mathematical tool

We also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas. Mathematics is a tool for everyday life. It is a network of concepts and relationships and is used to analyse and communicate information and ideas in practical tasks and problems. By making links to other subjects at the initial planning stage we aim to provide real context in which to apply skills taught during the maths lessons.


 Teaching and Learning

Each class teacher is responsible for the teaching of mathematics in their classroom, in consultation with and with guidance from the mathematics subject leader. Throughout Years 1-6, there is a daily mathematics lesson of between 45 and 60 minutes. We follow the White Rose Maths program of study, teaching across three terms in blocks to deepen understanding. Teachers draw on a range of resources to create the best possible learning environment for our pupils, moving the children through the stages of concrete to pictorial and lastly to abstract understanding. Consolidation weeks are also built into each term to revisit outcomes that have been identified as needing further development.

Reasoning is a part of every lesson, and the use of mathematical discussion in whole-class and small group contexts as well as between talk partners, enables the children to verbalise and discuss their understanding. Working Walls and mathematical resources in each classroom allow the children to explore, clarify and apply their learning. Teachers are encouraged to use innovative and creative lesson formats to engage pupils in developing skills using:

  • Mental strategies
  • Written methods
  • Practical work
  • Investigations and problem-solving
  • Mathematical discussion using precise mathematical language.
  • Consolidation of basic skills and routines

Pupils in EYFS learn through a mixture of adult-led activities and child-initiated activities both inside and outside of the classroom. Areas of provision within the classroom support maths, ensuring children are able to access activities throughout the day to practise and develop skills being taught. In addition consistent, daily maths lessons take the form of direct teaching, which is followed up by enhanced activities placed in areas of provision in the classroom which may be accessed independently or supported by an adult.



In order to support the delivery of maths lessons to all children, the school has a range of resources available. Within the classroom maths resources are available to children at all times. These include basic resources such as number lines, 100 squares, rulers, counters, dienes, base 10 counters, numicon, etc. Other specific resources (e.g. balance scales, meter rulers) are available as required and stored in the cupboards in the school staffroom.

We recognise the importance of a stimulating learning environment. The school provides an environment that is rich in a wide variety of print, pictures, diagrams, charts, tables, models and images. Each classroom has a maths working wall with mathematical vocabulary, visual aids and interactive activities where appropriate. This is updated regularly in accordance with the area of maths being taught at the time.


 Maths Curriculum Planning

Years 1-6 use the White Rose Maths scheme of learning for medium term planning. This provides a detailed, structured curriculum which is mapped out across all phases, ensuring continuity and supporting transition. EYFS planning is based on the Early Years outcomes and the Early Learning Goals (Number, Shape Space & Measure).

Short term planning is recorded weekly using the agreed school format. These weekly plans identify the areas of learning and lesson objectives; key vocabulary and resources; teaching input and activities; and deployment of additional adults.


 Mastery Statement

Mastery for ALL is our belief at Darrington CE Primary School. Mastery is an ethos and an approach for excellent learning based around developing secure understanding evidenced through skills of reasoning and problem solving. It is therefore our belief that everyone can master maths and the term is NEVER used as a descriptor for those classed as ‘more able’ mathematicians.