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We recognise the importance of equipping children from an early age with the tools required to access a full curriculum and prepare for transition to KS3. This means that we place a key focus on the acquiring, retention and application of maths skills. 

Our aim is to promote high standards of maths by equipping pupils with a strong command of the four operations and to develop their love of maths through linking it to other subjects in the curriculum. We will do this through a well-planned, sequential and ambitious maths curriculum.

 The national curriculum for maths aims to ensure that all pupils:  

  • Become fluent in the fundamentals of mathematics 
  • Reason mathematically by following a line of enquiry 
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication 

The programme of study for maths allows children to build on and develop the learning acquired at each stage.  The learning is split into three key areas: 

Numbers and Place Value

In the Early Years the children will develop an understanding of patterns, counting and recognition of number.

By the end of KS1, pupils will have confidence and mental fluency with whole numbers, counting and place value.  This involves working with numerals, words and the 4 operations, including using practical resources.  They will know the numbers bonds to 20 and be precise in using place value.

During LKS2, pupils will become increasingly fluent with whole numbers and the 4 operations.  Pupils should be able to perform calculations accurately with increasingly large whole numbers.  By the end of LKS2 they should have memorised their multiplication tables up to 12 x 12 and show precision and fluency in their work.

In UKS2, pupils will be extending their understanding of the number system and place value to include larger integers.  Pupils should also be developing connections between multiplication and division with fractions, decimals, percentages and ratio.  By the end of year 6 pupils will be fluent in written methods for all 4 operations and in working with fractions, decimals and percentages.

Shape Space and Measure

By the end of KS1, pupils will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.  They should also be able, with support, to describe and compare different quantities such as length, mass, capacity/volume, time and money.

During LKS2, pupils will be developing their reasoning so that they can analyse shapes and their properties and make comparisons between them.  They will be using measuring instruments with accuracy and be able to make connections between measure and number.

In UKS2, pupils will be able to classify shapes with increasingly complex geometric properties and learn the vocabulary they need to describe them.


During KS1, pupils will be able to read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge.

In LKS2, pupils will be able to read and spell mathematical vocabulary correctly and confidently, using their growing word knowledge and their knowledge of spelling.

In UKS2, pupils will be able to read, spell and pronounce mathematical vocabulary correctly.

We LOVE maths here! 

We use a mastery approach to our maths learning, so that pupils are taught key concepts  and can apply deeper understanding. We work alongside our local Maths Hub partners to develop our practice and skills and to focus on developing children's long term understanding and recall.

Through an combination of White Rose Maths and Third Space Learning, we adapt plans so that  maths follows out 5 key principles: Please click here to the adaptations we make during the teaching of maths.

Our Sequence of Learning:

Parents often ask us what children are studying in maths and which times tables they will cover. Here’s a guide to know what’s being taught:

Counting and times tables - what do children learn?  When?

Parents often ask us what counting expectaions / which times tables children are learning in their current year group so they can practice at home.  Here is an easy guide to what we teach here at school.

 Year group

 Counting expectations

 Multiplication expectations


Year 1


Count in multiples of 2,5 and 10

Recall and use all doubles to 10 and corresponding halves


Year 2


Count in steps of 2,3 and 5 from 0, and in tens from any number, forward or backwards

Recall and use multiplication and division facts for the 2,5 and 10 multiplication tables, including recognising odd and even numbers


Year 3


Count from 0 in multiples of 4, 8, 50 and 100

Recap 2,5,10 multiplication tables and division facts

Recall and use multiplication and division facts for the 2,4,8 and 3 multiplication tables


Year 4


Count in multiples of 6,7,9, 25 and 1000

Recap 2,3,4,5,10 multiplication tables and division facts.

Recall multiplication and division facts for 3,6,9 then all multiplication tables up to 12 x 12


Year 5


Count forwards or backwards in steps of powers of
10 for any given number up to 1000000

Revision of all times tables and division facts up to 12 x 12


Year 6



Revision of all times tables and division facts up to 12 x 12




We are partnered with Rennaisance Learning and Freckle to provide more personalised learning support for our pupils. Click here to access the website.

Freckle enables children to access their own learning activities, set by their teacher, in a fun way.Pupils access Freckle in school and at home. The activities provide them with chances to review, revisit and practice aspects of their classroom learning.

TT Rockstars

TT Rockstars is a website used at school and at home. It allows children to become experts in times tables facts. The  programme has successfully boosted times tables recall speed for pupils  - Click here to access the website.

Maths Ambassadors

There are 20 student, staff and community maths ambassadors at school. Their roles are to understand key priorities, support development, communicate new ideas with their peers and relay progress.

Ambassadors are recruited when they display a passion for maths, demonstrate responsibility and good communication skills. They meet regularly and are required to perform individual maths tasks.

How does it feel to be a maths ambassador?

I am a maths ambassador. I am very proud of myself because I am good at maths and I like to help other children improve.  I know where to get the maths resources to support my friends. Our teachers are already really good at maths and we help them to get even better! We work with children to help them be stress free in maths. I enjoy maths ambassador meetings. We talk about maths and find ways to help other children in school. I enjoy the maths tasks that I am given and I am looking forward to receive more challenges. Also, I really enjoy the TTRockstars competitions and I am keen to find out when we are going to do more of them. (Eleanor, Year 3)

Our proud maths ambassadors 2023 - 2024