The 2014 National Curriculum for Maths aims to ensure that all children:

  • become fluent in the fundamentals of mathematics;
  • reason mathematically;
  • can solve problems by applying their mathematics.

Pupils should make rich connections across mathematical ideas to develop competence in these areas.  They should also apply their mathematical knowledge to science and other subjects.

Incorporating the above, at Shorne CE Primary School our intent is:

These skills are embedded within Maths lessons, and we incorporate sustained levels of challenge through varied and high-quality activities with a focus on these three areas.


The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Shorne CE Primary School reflect those found in using high performing education systems.  These principles and features characterise this approach and convey how our curriculum is implemented through:

  • Teachers reinforcing an expectation that all children will be capable of achieving high standards in Mathematics.
  • A large majority of children progressing through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation playing a central role. Carefully designed variation within this allows children the opportunity to build fluency and understanding of underlying mathematical concepts.
  • Teachers using precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
  • Teachers using ‘Maths of the day’ as an active resource for children to do Maths linked with cross curricular subjects like P.E.

To ensure whole-school consistency and progression, the school uses the DfE approved White Rose Maths scheme and Chris Quigley Education Milestones, and the school’s engagement with the DFE funded Maths Hubs programme will ensure that staff at all levels understand the pedagogy of the approach. New concepts are shared within the context of an initial related problem, which children will be able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in many diverse and relatable real-life contexts that link to other areas of learning.

In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2 and we encourage the use of manipulatives at all times. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems.

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.


The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they cannot do it or are not naturally good at it so their Maths ‘resilience’ needs to be developed. The ‘Maths of the day’ programme addresses these preconceptions by ensuring that all children experience an active, enjoyable, challenge and success in Mathematics by developing courage around maths through an active growth mindset.

Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we shall be able to maintain high standards, with achievement at the end of KS2 well above the national average and a high proportion of children demonstrating greater depth at the end of each phase.