St Mary's RC Primary School, ManchesterSt Mary's Roman Catholic Primary School

St Mary's Roman Catholic Primary School


St. Mary’s R.C Primary School

 Primary Curriculum – Mathematics

Intent: Why we teach Mathematics

At St Mary’s we develop high standards throughout the school by enabling our children to develop core mathematical skills across a range of contexts. We aim to teach children core skills based on the National Curriculum. Our aim is to make children confident, efficient and fluent mathematicians. Children at St. Marys will have the opportunities to become problem solvers and opportunities to articulate their thoughts and processes.

We give children mathematical knowledge they can draw on and then allow them to use this knowledge, deepen their understanding of number.

Children at St Mary’s will know that mistakes allow them to develop and provide them with opportunities to learn.

Key Skills are:

  • To give children rapid recall of number facts and then to develop this knowledge to help children with mental strategies. We aim to make mental strategies the first option for calculating, whilst encouraging them to make choices where to use written strategies. They should choose based on personal efficiency and ability.
  • To give children a wide range of strategies to calculate and help them to make the right choices.
  • To be able to articulate their methods and strategies and be able to support other learners.
  • To be able to solve problems, drawing on their understanding of number.
  • To work logically and efficiently.
  • To put mathematics into different contexts and areas of the curriculum.
  • To allow children to enjoy mathematics and be confident mathematicians.

In the Foundation Stage and into Key Stage 1, children are given maths focus in short lessons and encouraged to use learning through free play as well as in guided hands on lessons.

Central to this is giving children plenty of opportunities to build upon prior knowledge of the number system, allowing them to know more, commit that knowledge and number facts to their long term memory and to be able to retrieve it at the appropriate time. A core element is teaching the children to understand that improvement only comes through asking questions of themselves and taking risks; mistakes and apparent failures are the building blocks of improvement and should be appreciated and explored.


Implementation: How we teach Maths

The intentions for the year will be set out by teaching staff at the beginning of the year ensuring that all areas of mathematics are covered over the year. This information is stored in a central area where it is visible for all. Staff plan individual lessons based on the outcomes of the National Curriculum. They take into account prior learning, although lesson may be planned in advance, they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils.

All lessons at St Mary’s will include a number fact, shape or measure focus and a counting focus, which may be linked to prior or future learning. Most lessons include peer discussion and collaborative work. A challenge is provided in every lesson. Calculation is taught in line with the Calculation Policy, children should be encouraged to use mental strategies where possible and should not use formal methods until they show a solid understanding of the mathematics except in circumstances personal to the children. In most cases all children should be expected to work at their year group level during whole class work and withdrawing children from whole class should be kept to a minimum. Children working below age related expectation are supported by peers, staff and appropriate resources, in order for them to work at their year group level. Children working above age related expectation should be give opportunities through challenge to deepen their understanding. These should be made available in every maths lesson. Learning objectives are shared every lesson either at the beginning or the end of the session.

Resources are kept in a central area for use by all classes. Some classes may keep some resources in their classrooms. SSAs may keep resources personal to the child they are working with

Each classroom / resource area should have a maths display relating to current work. The maths display should be updated regularly to reflect the pace of learning. Displays can include: key vocabulary, children’s work, teacher modelling, visual prompts and questions to develop reasoning skills.

How does St. Mary’s curriculum meet the needs of the children at our school?

Religious Values

The teachings of Jesus are central to every aspect of our learning, so we:

  • Value the unique nature of every child by teaching them to respect and care for all children and children at all levels of learning. To support each other in times of challenge and encourage each other to do their best.
  • To celebrate their talents. Recognise and challenge children who are talented mathematicians. 

Key life skills for learning

Provide a curriculum  that will equip children with the values, skills and attributes needed to be independent thinkers and courageous learners, so we:

  • Provide children with opportunities to learn, practise, apply and master our core learning behaviours of being able to focus, co-operate, reflect, work independently, be inventive, show resilience, self-belief and curiosity.
  • Understand that skills and concepts acquired through maths are not exclusive to maths, but closely linked to those required in all other areas of the curriculum.
  • Allow children to further develop a growth mindset and understand improvement is something that can be acquired through hard work & effort. 

Pupil Premium Grant:

Provide extended opportunities to experience mathematics:

  • Have expectations that all children will develop at a level that is appropriate to them.
  • Monitor closely progress of pupil premium children and intervene when appropriate, making extra resources available.
  • Provide rich learning experiences for all children.
  • Provide support for home learning and parents who can’t provide rich experiences at home.

Opportunities to embrace cultural capital is part of our school ethos, so we:

  • Learn about everyday maths and how numbers are represented in different ways, numerals, quantities and other formal and informal ways.
  • Learn that mathematics is everywhere around us and is part of our everyday lives and culture.

Impact : What mathematics gives to our children

Our children have a rapidly developing understanding of number. They are able to talk more confidently about how our number system works and how to calculate using a variety of methods. They can then apply this to be able to solve problems and make links across other areas of the curriculum. They progress well throughout each year group. Children are given examples of real life mathematics and the importance of mathematics is stressed during their time at St. Mary’s. They are prepared well for KS1 and KS2 assessments but more importantly have a mathematical knowledge and understanding that they can use in their everyday lives.

Feedback and marking is done at the point of contact wherever possible. Children self and peer mark as directed by the teacher whenever possible and feedback is given at this point either to an individual, group or class. Teachers look at books on a regular basis highlighting learning objectives and addressing any misconceptions that have gone unaddressed. This directly impacts future planning. Marking is done in line with the Marking Policy. Green comments move learners on and progress is then visible afterwards.

Assessment is continuous during all lessons as teachers talk to and support children. Secondly assessment is carried out when collecting books at the end of sessions. Assessment is recorded using Target Tracker, both steps and statements once every half term. Summative assessment is carried out twice per year. End of unit assessments may be created using Rising Stars Assessment Bank to help make a teacher judgment on each child’s ability, this may also be used to inform the steps and statements in Target Tracker. End of year Assessments should be able to be backed up with evidence from Target Tracker, end of unit tests, books and arithmetic scores. A selection of children may be moderated to assure accurate data.


Times Tables

We are working hard to improve the children’s knowledge of times tables throughout the school. A good knowledge of times tables is a fundamental tool every child needs. Each year group will focus on securing the children’s knowledge through weekly times tables activities. Could you please help support your child with learning these multiplication and division facts at home.

Times Tables per year group
Fs/Year 1
Children should practise counting in steps of 1,2,5 and 10

Year 2
Count in steps of 2, 3 & 5 from any number up to 100 and in 10s from any number (forward/ backward).Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.

Year 3 at home.

Count from 0 in multiples of 4, 8, 50 & 100. Recall & use multiplication & division facts for 3, 4, 8 tables

Year 4
Count in multiples of 6, 7, 9, 25 & 1000. Recall & use multiplication & division facts all tables to 12x12.

Year 5
Identify all multiples & factors, including finding all factor pairs.

Year 6
Identify common factors, common multiples & prime numbers.

The secret to success is to practising little and often. Use time wisely. Can you practise them walking to school or during a car/bus journey?

Also don't forget to use your login details to practise times tables on Times Table Rock Stars and addition and subtraction on Numbots

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