In Maths, the intent of our curriculum is to foster children’s fluency, reasoning and problem solving. This is linked closely to some of our Christian values of persevering in the face of problems ‘letting your light shine.’ We want our children to think like mathematicians developing skills of communicating thinking, generalising, conjecturing, justifying and reasoning.

The aims of the Maths Curriculum follow that of the National Curriculum, ensuring children have secure understanding of not only declarative knowledge but also procedural and conditional knowledge. High expectations are set for all learners regardless of their background or attainment level.


The Maths Curriculum is designed so that taught knowledge and skills are built upon each week, term and year, using the progression model from NCETM, as a firm basis. This helps our children to know more, remember more and do more. Our curriculum is delivered using a 5 part lesson model approach to foster mastery learning. To aid children’s retention of knowledge and skills, we use daily fluency sessions, that recall previous learning and ensure intelligent practise allows children to apply previous learning.  Our children are proactive in each Maths lesson, identifying how their previous learning supports the understanding of new concepts and children have the opportunity to identify which strands of the Maths curriculum they are learning and develop their use of clear sentence stems to articulate their thinking. Concepts are further strengthened and developed through the use of relevant high quality manipulatives and pictorial images, the teaching of subject specific vocabulary to help children explain their understanding and the link to our 10 big ideas, which thread the whole curriculum together. Furthermore, the children’s mathematical skills are also developed through links to wider subjects such as Geography, Science, Computing and PE. Children participate in enrichment activities to further enhance their mathematical learning, such as maths days and weeks.


Children are an active part of assessing their own learning, through regular feedback in lessons and through post learning quizzes. At the beginning end of each unit, teachers assess children’s progress against the objectives of the National Curriculum for core knowledge and  skills. In addition, we use summative assessments each term, to measure progress and attainment. These assessments build an accurate picture of each child’s overall mathematical progress, as they move from year group to year group, to ensure they are ready for the next stage of their learning. The overall impact of a consistently delivered maths curriculum, is a confident and resilient thinker, communicator and problem solver.



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St Barnabas CE Primary School

Collin Street, Warrington,

Cheshire WA5 1TG

01925 633606