Maths Vision
Our Maths Vision can be found at the end of the page.
Maths Progression of Learning
Our Maths Mastery approach has been supported through the investment of the White Rose Maths scheme of learning, which is a research-driven government approved scheme that supports teachers with clear planning guidance following a small steps approach. The primary resources help teachers create maths lessons that meet all national curriculum guidelines in a fun, inclusive and age-appropriate way. All our material is designed to support primary children as they have fun with maths, exploring everything from times tables and number bonds to money and multiplication.
Each term, the children in Reception will cover all the objectives from White Rose. The Number units will be primarily delivered using the Mastering Number teaching approaches from NCETM (National Centre for Excellence in the Teaching of Mathematics.) The units that cover shape, space and measure will be taught following the White Rose scheme." The overview below shows the units for each term, however, we will adapt the sequence of learning based on the needs of the children.
Below you can find the curriculum coverage for each year group.
Maths Calculation Policy
The White Rose Maths Calculation Policy sets the expectation in progress through the teaching of addition, subtraction, multiplication, and division. The policy supports teachers to plan progressively, from Reception to Year 6, using the models and images provided. The document also provides guidance and expectations for the delivery of teaching of each operation for each year group.
Click here for the Calculation Policy
The policy introduces key concepts using a Concrete, pictorial, and abstract (CPA) approach.
Concrete – Concrete is the “doing” stage.
During this stage, children use concrete objects to model problems. Unlike traditional maths teaching methods where teachers demonstrate how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. For example, if a problem involves adding pieces of fruit, children can first handle actual fruit. From there, they can progress to handling abstract counters or cubes which represent the fruit.
Pictorial – Pictorial is the “seeing” stage.
Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.
Building or drawing a model makes it easier for children to grasp difficult abstract concepts (for example, fractions). Simply put, it helps students visualise abstract problems and make them more accessible.
Abstract – Abstract is the “symbolic” stage.
Only once children are secure with the use of concrete and pictorial approaches to their calculation, reasoning and problem solving, they move on to use abstract symbols to model problems. They will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem, which they can still use to demonstrate their depth of fluency and understanding as they develop to consistently use standard written methods.
Maths Resources for Families
You can click on the links below to view the White Rose resources supporting families, including useful videos which explore the types of questions and strategies we are using in school for each new skill.
Reception - White Rose Reception Resources for Families
Year 1 - White Rose Year 1 Resources for Families
Year 2 - White Rose Year 2 Resources for Families
Year 3 - White Rose Year 3 Resources for Families
Year 4 - White Rose Year 4 Resources for Families
Year 5 - White Rose Year 5 Resources for Families
Year 6 - White Rose Year 6 Resources for Families
The Principles of Counting for Families
Ideas to support your children with the important first steps of counting can be found be clicking here.