‘It’s not that I’m so smart; it’s just that I stay with problems longer.’  Albert Einstein


Purpose of study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries. 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 creativity, beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


In line with the New Curriculum, we aim to ensure that all children develop


  •          Fluency in the fundamentals of arithmetic, through varied and frequent practice so children are able to quickly recall and apply their knowledge rapidly and accurately to problems
  •          Reasoning through  following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  •          Problem solving 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

We aim in the Early Years to foster curiosity and knowledge and to lay the foundations towards becoming a mathematician.  This involves learning to recognise numerals, the order of numbers and understand the value of each symbol. Children learn the concepts of addition and subtraction and related vocabulary and are given opportunities to develop their own ways of recording quantities.  Through a range of practical investigations children learn the properties of shape and how to measure length, volume and weight.


Key Stage 1- Years 1 & 2

The principal focus of mathematics teaching in Key Stage 1 is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools).


At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.


By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.  

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.


T. 01483 417214 E.