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Inspire • Enrich • Enjoy • Succeed


At STW we fully recognise the importance of mathematics in everyday life and aim to help our children develop their mathematical knowledge, understanding and skills in an enjoyable way. We know that a key to their success lies in their own self-belief and, through the development of a growth mindset, we endeavour to cultivate confidence, perseverance and a recognition that mistakes and misconceptions (when effectively addressed) are a valuable part of the learning journey.


Our planning, teaching and learning in mathematics is underpinned by a ‘mastery’ approach. Conceptual understanding is at the heart of learning; children are given the chance to develop this understanding through access to a wide range of manipulatives, pictorial representations and abstract methods. Wherever possible, we make links between concepts and knowledge.


Our children are introduced to NumberBlocks in Early Years. Through this, they develop a deep understanding of each number and its significance in mathematics (i.e. in learning about the number three, they can: link it to number two; subitise; read three o’clock; recognise triangles). This deeper understanding continues to be built upon as they move into Key Stage 1 and then on to Key Stage 2. The progression of learning and knowledge identified within White Rose materials is used as the basis for planning (although adjusted accordingly for our children). It allows for children to revisit concepts regularly and supports our commitment to embedding knowledge and learning into long term memory.


The significance of a rich mathematical knowledge including the recall of key number facts is recognised and to help develop this, children are given daily opportunities in addition to maths lessons. This includes a 5-a-day exercise (revisiting knowledge recently taught), NumBots (for addition and subtraction) and Times Table Rock Stars (for multiplication facts).


Whilst we ensure coverage of the National Curriculum requirements, the pace of teaching and learning is responsive to the needs of our children (as identified through both formative and summative assessment). We recognise that secure foundations of learning are needed for children to develop a deep level of knowledge and understanding which they can then apply in a range of rich and broad contexts (demonstrating fluency, reasoning and problem solving). Marking and feedback is used to address individual needs and to deepen children’s knowledge.

Within our Federation, we predominately use White Rose teaching resources for planning teaching and learning in Maths.  To ensure consistency in teaching and learning approaches across the Federation, we use the White Rose Calculation Policy. This policy illustrates the different representations and models that we use to support learning and our approach to mastery teaching in mathematics:


Consistent use of correct mathematical vocabulary underpins our teaching of the four operations and links to these can be found below:

The progression of learning across the primary phase for each mathematical concept can be found in the following document: