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St Peter's and Clifton CE VC Primary School

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At Horbury St Peter’s and Clifton Primary School, we intend to instill the “St Peter’s and Clifton School Spirit”  in all our children. The teaching of maths in particular encourages our children to value the importance of:



as there will be many challenges in mathematical learning and this requires the children to explain their answers, or “convince me” which answer is correct.


The intent of our mathematics curriculum is to design a curriculum, which is accessible to all and will maximise the development of every child’s ability and academic achievement. We deliver lessons that are creative and engaging, allowing children to develop their fluency, mathematical reasoning and competence in solving problems. Mathematics is a life skill.  It teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.  It is an essential element of communication, widely used in society, both in everyday situations and in the world of work. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.




Foundation stage

  • The teaching of maths in the EYFS involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
  • Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. We recognise that children learn through routine, continuous provision and incidental learning opportunities, as well as planned sessions and activities. Mathematical understanding can be developed through stories, songs, games, routine, questioning, imaginative play, child initiated learning and structured teaching.
  • Mathematic sessions are planned into the daily timetable.  Overall these sessions include a good balance between whole-class work, group teaching and individual practice. In the summer term in Upper Foundation these sessions are extended in preparation for Year 1.


Whole school approach


In lessons we use concrete, pictorial and abstract teaching. Resources must be available to all children when beginning an area in maths.


In Foundation Stage and Key Stage 1 these resources must always be out for the children to use. This then progresses to them being available for children to select and use if they need to (years 3, 4, 5 and 6)


  • Numicon equipment is used to enable reception and KS1 pupils are confident with number bonds. These are also used as an intervention programme for children in KS2, who still struggle with this area.
  • Bar modelling should be used when appropriate
  • Concrete, abstract, pictorial and calculations should be evident in books
  • Fluency should be evident in books, followed by extended learning with GD white rose maths hub tasks.
  • Children may work individually on a task, in pairs or in a small group, depending on the nature of the activity.
  • A progression through calculation has been agreed. The mental and written methods taught are exemplified in the Calculation Policy.
  • ICT is used where appropriate by teachers and pupils to support teaching and learning in Mathematics.
  • Mathletics was launched in September 2015 and all classes have a maths ICT session to complete this. Children will also be encouraged to work on this at home. We have an assembly from the team every year to boost the use of mathletics and certificates are available weekly.


A typical 60 minute lesson in Year 1 – 6 will be structured like this:

  • Oral work and mental calculation (about 5 to 10 minutes). This will involve whole-class work to Rehearse, Recall, Refresh, Refine, Read, Reason mental and oral skills.
  • The main teaching activity (about 30 to 40 minutes). This will include both teaching input and pupil activities and a balance between whole class, guided group work, paired and individual work. We also want to see Concrete, Pictorial and abstract activities and problem solving activities throughout children’s work.
  • A plenary (about 10 to 15 minutes). This will involve work with the whole class to refer back to Learning objective and address misconceptions, identify progress, to summarise key facts and ideas, clarify what needs to be remembered, to make links in other work and to discuss next steps in learning. In key stage 2 this can involve checking answers and completing corrections.



As a result of our maths teaching you will see:

  • Children who enjoy maths and are engaged
  • Children who are all challenged
  • Confident children who can talk about their maths reasoning
  • Different representations of maths concepts (concrete, pictorial and abstract)
  • Learning that is tracked closely so all children make progress from their starting points.

Concrete, Pictorial & Abstract method

Throughout our school we use the concrete, pictorial, abstract method to allow our pupils to develop a deep understanding of maths and encourage mastery learning. 


A 'Find Out Friday' challenge - helping 3 monkeys work out how many nuts they got each.



Y3 children working on multiplication and division.


Children in Upper Foundation measuring how far they could jump with sticks!



Y2 using trundle wheels, tape measures, metre rulers and their our own rulers to measure things. They chose which tool would be the best to use for different things! 


Y1 used knowledge of 2D shapes and their properties to find, make and describe irregular 2D shapes. They had fun in a game describing a shape to their partner sat back to back for them to draw it just from the description of it's properties.