mathematics INTENT

Mathematics at Canon Peter Hall is viewed as a life skill that encompasses every aspect of life and so in turn this has to be reflected in our maths curriculum. It is designed to ensure children have the ability to transfer mathematical knowledge, vocabulary and skills to real life. As children leave our school, they will have developed their own mental fluency to enable them to be efficient, accurate and flexible in approaching mathematical questions with confidence for the next stage of their learning and beyond.

Our maths curriculum introduces children to concepts, skills and thinking strategies that are essential in everyday life and support learning across the curriculum. It helps children make sense of the numbers, patterns, shape and measure they see in the world around them, offers ways of handling data and makes a crucial contribution to their development as successful learners. Maths skills are developed through concrete resources – counting blocks, counters etc to develop secure arithmetic skills. Children are then moved onto pictorial representations – images of shapes, counter amounts in order to develop fluency in maths.  Finally, abstract where the children can take a mathematical concepts and reason leading to manipulation and application.

Through maths, we aim to develop mathematical vocabulary and address the language gap, therefore maths lessons at CPH have a language focus. Maths working walls give children the maths vocabulary and modelled examples to enable them to become independent enquirers promoting our skills for ‘life concepts’ and the application of maths to the real world, including the world of work. Children will encounter maths through the business world through finance e.g. profit, loss and risk taking, demonstrating curriculum connectivity.  


Pupils in Foundation Stage access daily mathematics to ensure they are well prepared for their transition into Year 1. We prioritise addressing pupil’s gaps on entry and as a result, their curriculum features aspects of maths beyond what the national expectations of Foundation Stage assess e.g. shape.  Rhymes and stories with a number focus are planned into the school day to build up enjoyment in maths. Maths is also embedded into daily routines to reinforce mathematical concepts and vocabulary e.g. snack time, registration etc.

In KS1 and KS2 we have adapted the White Rose scheme to form a spiral mathematical curriculum, as we believe it’s important for pupils to revisit areas of maths to be able to retrieve previous leaning in order to build greater maths schemas. In addition, we teach areas of the non-statutory guidance to enable children to build up their mental fluency skills. Overlearning is planned for within maths lessons and low stake quizzing ensures our pupils know and remember more.  

Maths staff development meetings focus on shared research and resources both from internal and external providers in order to reduce teacher workload and ensure sound subject knowledge and consistent pedagogy in mathematics so that concepts are delivered effectively. 

As mathematicians the pupils are encouraged to develop their skills in:

  • Fluency – instant and accurate recall of facts – efficient methods chosen to solve calculations both mentally and on paper
  • Problem solving – seeking solutions not just memorising procedures – exploring patterns not just memorising formulas – formulating conjectures, not just doing exercises.
  • Reasoning – involves thinking through mathematical problems logically in order to arrive at solutions – being able to identify what is important and unimportant in solving a problem and to explain or justify a solution.
  • Retrieval of basic mathematical facts – an identified historical gap in learning which impacts on pupil’s ability to solve mathematical problems and therefore impacting on outcomes at end of KS2


A typical mathematics lesson will feature: 

  • mental fluency, age-related counting, teaching of subject specific vocabulary that will be used within the lesson
  • opportunities for fluency, reasoning and problem solving within each lesson
  • opportunities to challenge common misconceptions
  • opportunities to use concrete, pictorial and abstract resources to deepen learning and master mathematical concepts
  • cold assessment questions that will lead to short term planning/grouping 
  • the retrieval of mathematical facts that will aid mathematical fluency
  • sequences of learning that are built up through the forming of a working wall for each programme of study


In addition to the daily mathematics lesson we:

  • provide opportunities to use mathematical concepts and skills learnt in other areas of the curriculum – science, PE etc.
  • implement ‘flashback maths’ throughout the school; this provides the opportunity for children to practise a calculation for each operation and either a reasoning or problem solving question. This has been implemented so that taught skills and facts are stored in the long term memory 


Impact will be measured through: 

  • Attainment and progress against end of Key Stage national statutory testing – SATs.
  • PUMA tests 
  • Retrieval of key facts taught across the years
  • Further evidence will be gained through pupil voice, work in books and on-going teacher assessments.
  • Year 4 Multiplication check
mathematics long term plan
mathematics vocabulary
key instant recall facts (KIRFS)