Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. It is our belief that all children should be given the opportunity to explore and develop these in order to become independent learners.

Mathematics transcends cultural boundaries and its importance is universally recognised. Children in our school will be encouraged to share mathematical thinking linked to their own cultures.


At Roe Green Infant School, we follow 'The White Rose' Scheme of Work across KS1.  It aims to give children a deeper understanding of maths through lots of hands on experience and develop children’s reasoning and problem solving skills alongside developing fluency to ensure challenge and ambition for all pupils.

Our aim is: 


  1. to enable children to enjoy mathematics

  2. to give children a wide variety of mathematical experiences

  3. to give children an understanding of numerical systems

  4. to teach the children numeracy skills and for them to be able to manipulate these skills in different situations

  5. to implement a problem solving approach to mathematics

  6. to enable children to become independent learners

  7. to enable children to represent their work in a variety of ways and report their findings to others

  8. to give all children equal access to mathematics in the National Curriculum regardless of race, language, culture, gender or any special educational needs. Success Indicators through varied and frequent practice with increasingly complex are able to recall and apply their knowledge rapidly and accurately. 


Evaluating Practice

The policy and practice, will be reviewed at regular intervals by the Head teacher, math's faculty and year leaders to ensure that high expectations are achieved and maintained:

  • through classroom observations

  • monitoring of planning and children’s work

  • lesson demonstrations and the sharing of good practice and continued training.


The Early Years Foundation Stage (EYFS)

The programme of study for the Nursery and Reception is set out in the EYFS Framework. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, spaces and measures.


Key Stage 1

The Programmes of study for mathematics are set out year by year for Key Stages 1 in the National Curriculum. The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. By the end of each key stage, pupils are expected to know, apply and understand the methods, skills and processes specified in the relevant programme of study.

Teaching and Learning

Mathematics is taught every day. A variety of teaching styles are employed including whole class, group and individual, depending on the content and aims of the mathematical activity. The composition of the groups varies: ability, mixed ability, friendship, size, and pairs according to the demands of the task.

The curriculum is delivered by class teachers. All children are exposed to the objectives for their year group and given different resources to help them to achieve these goals.

Lessons are split into 3 sections which are, varied fluency, mathematical talk and reasoning and problem solving.

Planning is based upon the National Curriculum, programmes of Study should inform medium term plans and subsequently weekly planning. Class teachers are responsible for the relevant provision of their own classes and individually develop weekly plans which give details of learning intentions and appropriate activities. Although planned in advance they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils.


Pupils’ recording

Children record their work:


  1. to help clarify their own thinking

  2. to present to others

  3. to help them to realise the relevance of mathematical activities to everyday life

  4. to provide evidence of their understanding and application in mathematics. Recording may be in – individual mathematics books, topic work, class books or displays. Recording/evidence may take the form of – writing, drawing, model or other ‘made’ object, symbols, photographs or discussion


Progression from mental to written methods

Recording of children’s experience shows clear progression throughout the school.

In the EYFS children begin with practical activities, mark making and play. In KS1/2 children begin to use conventional signs and progress to pen and paper methods to support and explain their workings and methods.


All children are expected to achieve the key learning objectives as set out in the new National Curriculum (2014) for each year group. In addition short-term curricular targets are set for each class. These are shared with pupils and parents, evaluated and reviewed regularly.


Assessment and Recording

Formative assessment carried out by the class teacher, is an integral part of their role and is used on a daily basis to inform future planning. It involves identifying children’s progress against teaching objectives, determining what children have already achieved and moving them on to the next stage of learning.

In the EYFS the children’s knowledge and understanding is assessed against the Early Learning Goals at the end of Reception.

In KS1 assessment for Mathematics will be on-going throughout the year.

The new NC for Maths is split into 7 domains with a number of attainment targets per domain. In each year group there are a differing number of attainment targets per domain.

Equal Opportunities/Inclusion

We recognise and welcome the vast wealth of mathematics provided by the different cultures and languages of all our families and use this to support the teaching of mathematics. All children are expected to succeed and are provided with appropriate opportunities to fulfil this. The learning process is broken down into manageable steps and children are able to access the curriculum at the appropriate level, thus ensuring progression and differentiation for all including children with SEND.


Cross-curricular links

As in everyday life, mathematics is not seen in isolation and, wherever possible and relevant, links should be made with other curriculum areas.


  • White Rose in line The National Curriculum 

  • Each teacher has a range of reference books and resources to be used alongside their weekly plans, providing them with a range of ideas and activities to support mathematics lessons.

  • ICT is used in all year groups to support the teaching of mathematics. All classrooms are equipped with a computer and have access to a range of software, which supplement and support objectives from the framework.

  • Each classroom is equipped with apparatus and games to support all areas of the maths curriculum. Shared equipment is stored centrally in the resource room.

  • Resources and learning aids are made accessible to all children to enable them to become independent learners

  • Displays of the children’s mathematical work is encouraged in each classroom to provide a stimulating work environment

  • Additional materials are used for those children with specific learning needs. These are stored centrally in the Resource Room.  

Princes Avenue, Kingsbury, London, NW9 9JL

T : 0208 204 3531


Princes Avenue,

Kingsbury, London

N.W.9 9.J.L

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