Mathematics is essential to everyday life. It is critical to many other subjects including Science, Technology and Engineering, and necessary for Financial Literacy, supporting people in most forms of employment.


A high-quality mathematics education 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 ensures that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, developing an argument and justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


Early Years

Mathematics is one of the areas of learning and development in the EYFS. The Early Years Foundation Stage follows the guidance material “Development Matters” to support implementing the statutory requirements of the EYFS. Each day the children experience an adult-led whole- class Mathematics session. These sessions are then further developed with a range of activities and resources available both inside and out, where children can initiate child led numeracy activities as well as participate in organised challenges.


Key Stage 1 and Key Stage 2

Objectives are taken from the Mathematics Programmes of Study laid out in 2014 and the White Rose Medium Term Plans and is taught daily. Complete and consistent coverage of curriculum objectives is organised and agreed, whilst ensuring staff are supported to teach responsively and tailor topic teaching sequences to meet the needs of their class and particular learners.


Work is carried out in squared Maths books and where work is practical, photos are taken and recorded in books or shared learning books, to create a portfolio of learning for children to be proud of. At times children’s work is recorded onto work sheets. These worksheets consolidate children’s maths skills, use and apply in enriching contexts and finally provide opportunity to master the taught skill, through use of diagrams, reasoning and mathematical communication. The aim and result is to secure children’s maths skills, equipping them with a depth of understanding, whereby they can utilise the skill in an adaptable way with their own initiative, as opposed to just using one method and context.


There will be evidence of all types of Mathematical learning in all year groups and the different maths skills that are acquired will be used across the curriculum. Wherever possible, mathematics will be linked to real life situations and cross-curricular links will be made.

We set work that is challenging, motivating and engaging. This means that children will always be working at a level of challenge that is appropriate to the expectations as set out in the National Curriculum. A lesson may frequently not include whole class teaching as all children will need to be taught at their own level through the use of Teaching Assistants, Programmes, games, songs, independent tasks and collaborative activities.


Marking of pupil work is in line with the policy using ‘green for positive’ and black marking for next steps. Feedback in Maths is essential to support and develop understanding and is used to assess and move children’s learning forward. Teachers often using ‘live marking’, where adults give pupils instant verbal feedback, so children can see their mistakes, achievements and be challenged by the next steps in their learning. In this way, misconceptions are picked up quickly and addressed during that session or by the next session. Time is given for children to respond to written marking and consider their own learning, achievements and next steps.


Provision for children with special needs is made through differentiation, adult support and individual targets. Provision for more able learners is offered through mastery and enrichment activities created by teachers for individual learners to deepen and secure their skills.


Our School Improvement focus for Maths at St George’s this year is multiplication and division facts. From Year 1 upwards, multiplication and division facts are vitally important. They are a foundation of some of the more challenging concepts in mathematics.


In school we are using the ‘Times Tables Rockstars’ app on the iPads, which is a fun and challenging programme designed to help students master the times tables! A significant amount of work will be completed in school in and out of maths lessons to support your child to become a Rock Star, Rock Legend or maybe even a Rock God by mastering any multiplication fact up to 12×12 in less than 3 seconds!


The children can use this app at home to become confident and rounded mathematicians. It will support them to become fluent in tables facts. When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations.


Each child has their own TT rockstars log in. Please click the link below to move to the TT Rock Stars online page. Play, enjoy and become a Times Tables Rock Star.


If you have further questions please see your child’s class teacher.