Why do we teach this? Why do we teach it in the way we do?

Mathematics is a highly important discipline that helps us to understand and change the world while building into many other STEM areas. We want all children at St. John’s Catholic School to experience the enjoyment of mathematics and develop a sense of curiosity within the subject.

We focus on building the confidence and growth mindsets of our learners through clearly sequenced steps that ensure that all children can access the curriculum, deepen their understanding and continue to build confidence across each stage of their learning. We create positive classroom environments that allows children to safely make mistakes and errors, giving them confidence to tackle increasing challenges as they progress through the curriculum. The curriculum is focused within the year group taught with learners of all abilities being catered for through a Mastery approach. The content of lessons seeks to deepen pupil’s understanding of the concepts taught within their year group through a broad range of activities and problems that develop their arithmetic, reasoning and problem solving skills.

We take a Concrete, Pictorial and Abstract (CPA) approach to explaining mathematical concepts, steadily building understanding of new learning that allows children gain a deeper understanding that exceeds simply learning ‘methods’.


We aim for all pupils to:

  • Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge with rapidity and accuracy.
  • Demonstrate a deeper understanding of concepts taught through reasoning that focuses on following lines of enquiry, developing and presenting justifications, arguing and using Mathematical language through written and oral explanations.
  • Solve problems by applying both fluency and reasoning to tackle problems involving unfamiliar contexts and modelling real life problems with increasing sophistication.
  • Build a firm foundation of mathematics through number, allowing children to perform operations, mentally calculate and approach written procedures with efficiency, fluency and accuracy to become successful in the subject.
  • Acquire all of the necessary knowledge and skills to access the next stage of their learning. 


What do we teach? What does this look like?

Our whole curriculum is shaped by our school vision which aims to enable all children to develop their individual talents, realise their potential and aspire to become the very best they can be in all circumstances.

Our implementation of the National Curriculum is formed through the White Rose scheme. This scheme forms the core spine of our pedagogy and has a heavy focus on developing pupil’s understanding of number as an underpinning factor to success in all other areas of the subject. The scheme offers teachers high quality, differentiated resources including assessment tools, teaching slides, flash back slides and additional videos to support home learning.

White Rose offers us clearly sequenced progress steps that align to each day within the term allowing pupils to have a clear cumulative build-up of knowledge across learning sequences, while ensuring that fluency, reasoning and problem solving are taught in each lesson and can be clearly evidenced and monitored. The clear sequencing of the scheme allows for the smooth supplementation of additional resources, allowing us to draw the very best resources from other schemes to support and extend pupils through Mastery.  

We seek to support learners of all ability levels and encourage teachers to use appropriate supplementations to provide children with a diverse range of learning opportunities that still ensure our delivery is systemic whilst giving teachers individual autonomy in how to best provide for their children. We focus on our learners reaching the expected standards of the National Curriculum and use a variety of resources and pedagogical approaches to achieve this:

  • White Rose: the core sequencing and steps for learning with baseline resourcing for all learners, PowerPoints, recall slides, assessments and videos to support parents with home learning via Google Classroom.
  • Essentials: Problem solving, games and reasoning writing frames to provide whole class opportunities to develop understanding through practical activities, and assessment through destination questions.
  • Classroom Secrets: Provision of supporting activities, written reasoning and problem solving through discussion problems aligned with White Rose to extend learners.
  • Stick Mark Boom: Progressive assessment within books for children to track their progress and teachers to show coverage of curriculum delivery.
  • Times Table Rockstars: Engaging times tables delivery across the school with special support for Year 4 to complete the MTC; pupils are given weekly opportunities to compete in engaging tournaments and competitions.
  • NCETM: Mastery support and guidance for teachers.
  • NRICH: Wider problem solving opportunities across Key Stages.
  • Additional Resourcing Examples: My Mini Maths (KS2 fluency), Deepening Understanding, Master the Curriculum  – resources that provide adequate challenges and align with the learning steps may be used at the teacher’s discretion but must align with the learning sequences taught.

Children are taught Mathematics daily for approximately 1-hour in Key Stages 1 and 2. Wave 1 teaching differentiates and challenges all learners. Support is provided during each lesson by all staff including Learning Support Assistants to ensure secure understanding based on the needs of every child.


We aim for teaching staff to:

  • Approach learning sequences through CPA approaches to support Mastery.
  • Provide support and extension for all pupils through careful differentiation, scaffolding and planning.
  • Foster a love for Mathematics and classrooms that builds growth mindsets and confidence.
  • Provide questioning that deepens understanding and extends pupils through fluency, reasoning and problem solving.
  • Identify misconceptions and errors and help pupils to correct these through written and verbal feedback.
  • Use Stick Mark Boom to highlight content coverage within books, allowing learners to form next steps.
  • Accurately use assessment tools such as ‘Destination Questions’ provided through Essentials and White Rose topic Assessments when completing sequences to measure progress against age related expectations.

Our three data drops are used in each term to identify the attainment and level of progress individual children have made towards their endpoints. Senior leaders are able to use this data and discuss next steps with individual teachers. 


The impact of our curriculum is measured through carefully constructed endpoints to identify our children’s understanding and progress. By the end of KS2 we aim for all children to be fluent in the fundamentals of Mathematics with strong conceptual knowledge of concepts taught and the ability to recall and apply knowledge in a diverse range of contexts.  

Children should have the skills and resilience to solve problems by applying their mathematics to a variety of situations with increasing sophistication. This is supported by our children’s ability to reason mathematically following lines of enquiry through the Mastery approach. Children within each year group should reach their endpoints and be prepared for the next stage of their learning with measures in place to support children who are yet to, and those who have exceeded them (while remaining within the curriculum content of their year group).

Through the assessment procedures outlined within our implementation, teachers will provide data during the Autumn, Spring and Summer terms to identify the progress of each individual learner against expected standards. This data is used by the subject leader, senior leaders and the Governing Body’s Teaching and Learning Committee to gain a school-wide view of the effectiveness of the curriculum. The impact of the curriculum is also measured through learning walks and monitoring to set targets, share best practices and support teaching staff.

Curriculum aims and objectives:

Teachers in EYFS and Foundation Stage use the curriculum document as the basis of their planning. Teachers in Key Stages 1 and 2 use the National Curriculum objectives and White Rose as the bases of their planning and access resources and guidance on pedagogy and good practice as required by the Maths Leader and Senior Leadership Team.

Through careful planning and preparation we aim to ensure that throughout the school children are given opportunities for:

  • Practical activities and Maths games.
  • Problem solving and reasoning opportunities.
  • Individual, group and whole class discussions and activities.
  • Open and closed tasks.
  • Exploring how mathematics is used in practical contexts.
  • Developing a range of methods for calculations through written, mental and technological means.
  • Cross curricular application of mathematics – particularly in STEM subjects.
  • Taking a creative approach to mathematical learning particularly involving problem solving.
  • Developing understanding through Mastery and CPA pedagogy.