Mathematics
Our vision
‘Developing a love for learning to fulfil our potential and be our best’
At Kelbrook Primary School we celebrate individuality to help all our pupils fulfil their potential and achieve their best. Every child has limitless potential; we work in partnership with all stakeholders in our school community, to unlock our pupils’ individual talents. At Kelbrook, we want our children to develop a love for learning in a nurturing, family orientated environment, providing them with the skills and attributes to flourish as they progress on their educational journey. Kelbrook is a happy school in the heart of our village; with the strength of community and family at its core.
For our children to fulfil their potential and be their best, at Kelbrook Primary School we have six core values:
Kindness, Confidence, Honesty, Responsibility, Independence, Respect
We aim to inspire curiosity and confidence in mathematics. Our curriculum is designed to be engaging, inclusive, and progressive, so our children develop the knowledge and skills they need to succeed.
Curriculum Intent
We believe that Mathematics equips pupils with a uniquely powerful set of tools to use in everyday life. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics also provides a way of viewing and making sense of the world. It is a creative discipline which can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.
Kelbrook Primary School’s Mathematics curriculum is designed to ensure that all pupils develop:
- a positive attitude towards mathematics and an awareness of the fascination of mathematics
- competence and confidence in mathematical knowledge, concepts and skills
- an ability to solve problems, to reason, to think logically and to work systematically and accurately
- initiative and an ability to work both independently and in cooperation with others
- an ability to communicate in mathematics
- an ability to use and apply mathematics across the curriculum and in real life
Curriculum Implementation
At Kelbrook Primary School, we follow the White Rose Maths Mixed Age Scheme of Learning, taking into consideration the needs of our children. The scheme uses a mastery approach to maths teaching. This is a research-driven teaching and learning method that meets the goals of the National Curriculum and the DfE statutory framework for the EYFS. The scheme is a cumulative curriculum, allowing for key mathematical concepts to be revisited and developed throughout the year, in various contexts. A mastery approach:
- Puts numbers first: The White Rose Maths schemes have number at their heart, due to the belief that confidence with numbers is the first step to competency in the curriculum as a whole.
- Puts depth before breadth: knowledge is reinforced again and again.
- Encourages collaboration: children can progress through the schemes as a group, supporting each other as they learn.
- Focuses on fluency, reasoning and problem solving: it gives children the skills they need to become competent mathematicians.
Concrete Pictorial Abstract
At the heart of our mastery approach is the Concrete Pictorial Abstract (CPA) approach. Research shows that when children are introduced to a new concept, working with concrete physical resources and pictorial representations leads to a better understanding of abstract concepts. We use CPA throughout our schemes of learning.
In addition to the Mastery and CPA approach, maths lessons at Kelbrook are based on the following key principles:
- a mathematics lesson every day, between 45 and 75 minutes long (from Year One upwards)
- a ‘Flashback Four’ starter each day, in order to revisit prior learning and strengthen understanding.
- an emphasis on mental calculation
- opportunities for discussion and collaboration
- The use of ‘Stretch and Challenge’ resources that require deeper thinking, to challenge more able learners.
Towards the end of the Foundation Stage, teachers aim to draw the elements of a daily mathematics lesson together so that by the time children move into Year 1 they are familiar with a 45-minute lesson.
Lessons are adapted to meet the needs of all pupils, including those with SEND and those requiring additional challenge.
Curriculum Impact
By the time pupils leave Kelbrook Primary School, they will have:
- competence in mathematical knowledge, concepts and skills
- an ability to solve problems, to reason, to think logically and to work systematically and accurately
- an ability to work both independently and in collaboration with others
- Have a positive attitude towards mathematics and an awareness of the fascination of mathematics
- Be able to use and apply mathematics across the curriculum and in real life
- Be well prepared for secondary school learning
Progress is monitored through teacher assessment, pupil discussions, and outcomes in work.
What Children Learn
Early Years Foundation Stage (EYFS)
The White Rose Maths reception schemes support teachers in teaching the key aspects of the EYFS curriculum. The Mathematics Early Learning Goals are as follows:
Number
Children at the expected level of development will:
- Have a deep understanding of numbers to 10, including the composition of each number.
- Subitise (recognise quantities without counting) up to 5.
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns
Children at the expected level of development will:
- Verbally count beyond 20, recognising the pattern of the counting system.
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
The Reception scheme of learning provides a variety of opportunities to develop children’s understanding of number, shape, measure and spatial thinking. It supports specific teaching through small steps with adult-led activities and continuous provision. Books, games, rhymes, daily routines, and outdoor activities are used to nurture an enjoyment of the subject from an early age. Children are given the opportunity to explore mathematical concepts with curiosity and without a fear of making mistakes.
Key Stage 1 (Years 1–2)
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the 4 operations, including with practical resources.
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Lower key stage 2 – years 3 and 4
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.
Upper key stage 2 – years 5 and 6
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.
Enrichment Opportunities
We enhance learning through:
- Special themed days or weeks
- The use of technology, such as Times Tables Rock Stars and other online platforms
- Competitions (e.g. Times Tables Rock Stars)
- Links with, and visits to, local secondary schools
How Parents Can Help at Home
You can support your child by:
- Talking about what they are learning in school
- Practising key skills at home, such as:
- counting forwards and backwards
- learning number bonds
- learning the multiplication tables to 12 x12
- Encouraging and supporting children with their homework
- Encouraging curiosity and questions
Policy for Mathematics – updated June 2026
Anna Atkinson
Subject Leader for Mathematics