Peterchurch Primary School



We want all children to enjoy Mathematics and to experience success in the subject.  All children are expected to succeed and make progress from their starting points and:

  • become fluent in the fundamentals of Mathematics
  • are able to reason mathematically
  • can solve problems by applying their Mathematics


  • In school, we follow the national curriculum and use White Rose Schemes of Work: a cumulative curriculum, so that once a topic is covered, it is met many times again in other contexts.
  • Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time.
  • The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
  • Pupils are taught maths in year groups following age-appropriate programmes of study (toggle approach).
  • The large majority of children progress through the curriculum content at the same pace.
  • Counting and mental maths are crucial elements of each lesson with Times Tables Rockstars used at home to support recall of multiplication facts.
  • We implement the CPA (concrete, pictorial, abstract) approach with a wide range of accessible mathematical resources in classrooms including Numicon, Base10, number rods and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions.  Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.
  • Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
  • If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
  • Once pupils attain conceptual understanding, they offered regular opportunities to reason mathematically and solve problems.


  • The impact of our curriculum is that children:
  • Develop a love of maths
  • Become fluent, competent and efficient mathematicians.
  • Develop the ability to reason and problem solve, often using more than one approach
  • Develop skills to use maths in real life
  • Gain knowledge and quick retrieval of basic number facts
  • Are able to learn from mistakes and are resilient
  • Develop a responsibility for making choices and decisions
  • Make good or better progress

Maths Policy

Calculation Policy

Maths Curriculum