Mathematics

Mathematics at Penwortham Primary School

At Penwortham Primary School, our Mathematics curriculum aims to develop pupils who are confident, fluent and flexible mathematicians. We want pupils to make sense of the world around them, recognise patterns and relationships, and apply their mathematical knowledge to solve problems in a wide range of contexts.

Our approach to Mathematics reflects our school values of Aspire, Belong, Care and Discover, supporting pupils to persevere, think deeply, collaborate effectively and develop a positive mathematical mindset.

Our Mathematics Curriculum – Intent

Our Mathematics curriculum is designed to:

develop fluency in number, calculation and mathematical facts
enable pupils to reason mathematically and explain their thinking clearly
develop problem-solving skills through rich and varied tasks
build secure conceptual understanding and connections across mathematics
ensure all pupils experience success and challenge

We aim to ensure that all pupils develop a deep and secure understanding of mathematics that prepares them for future learning and everyday life.

Implementation: Our Mathematics Journey

Mathematics learning begins in EYFS, where children develop a strong foundation in number, shape, space and measure through practical, play-based and adult-led learning. Teaching is informed by Development Matters and supported by White Rose Maths and the NCETM Mastering Number programme.

As pupils move through school, learning is carefully sequenced to build on prior knowledge. In Key Stage 1, pupils develop fluency and confidence with number and calculation. In Key Stage 2, pupils deepen their understanding, make connections across concepts and apply their learning to increasingly complex reasoning and problem-solving tasks.

Across all year groups, pupils develop their understanding of:

number and place value
calculation and mathematical structures
reasoning and justification
problem-solving in varied contexts

How Mathematics Is Taught

Mathematics is taught daily using a Teaching for Mastery approach, following the White Rose Maths sequence of learning and supported by NCETM resources. Our teaching is underpinned by the Five Big Ideas of Mastery: coherence, representation and structure, variation, mathematical thinking and fluency.

Key features of our approach include:

clear, concept-based units that build understanding step by step
regular opportunities for pupils to reason, explain and justify their thinking
carefully chosen representations and models
daily practice of key facts and skills to secure fluency
high expectations for all pupils, with appropriate support and challenge

The Mastering Number programme is delivered weekly across EYFS and Key Stage 1, and fluency continues to be prioritised throughout the school. In Years 2–6, Times Table Rock Stars is used to develop rapid recall of multiplication facts.

Lessons are inclusive and adapted to meet the needs of all learners, including pupils with SEND, ensuring that every child can access learning and make progress.

Impact

As a result of our Mathematics curriculum, pupils:

demonstrate strong fluency in key number facts and calculation
reason mathematically and explain their thinking using appropriate vocabulary
apply their knowledge to solve problems confidently
make connections across different areas of mathematics
show resilience, confidence and enjoyment in learning mathematics

By the time pupils leave Penwortham Primary School, they are well prepared for the next stage of their mathematical learning and equipped with the skills needed for future study and everyday life.

Impact

The Mathematics curriculum at Penwortham Primary School is regularly reviewed to ensure it is ambitious, coherent and accessible to all pupils. The subject leader monitors the quality of teaching and learning through lesson visits, work scrutiny, pupil voice and analysis of assessment information to ensure strong progression in mathematical knowledge, fluency, reasoning and problem-solving across the school.

Teaching is consistently aligned to a Teaching for Mastery approach, supported by the White Rose Maths sequence and NCETM guidance. Staff are supported through clear curriculum documentation, shared models of practice and ongoing professional development, ensuring consistency and high expectations in all classes.

As a result, pupils demonstrate secure understanding of mathematical concepts, increasing fluency in key facts and confidence in reasoning and explaining their thinking. Pupils are resilient learners who engage positively with challenge and show enjoyment and confidence in Mathematics.

Assessment in Mathematics

Assessment in Mathematics at Penwortham Primary School is closely aligned to the curriculum and is used to support pupils in building secure knowledge and understanding over time.

Teachers use ongoing formative assessment within lessons to check pupils’ understanding, identify misconceptions and adapt teaching to meet pupils’ needs. This includes questioning, observation of pupil work and listening carefully to how pupils explain their mathematical thinking.

Summative assessment is used at planned points to check how securely pupils have learned the intended curriculum content. This information helps teachers and leaders identify strengths and any areas where additional support or practice is needed. Assessment is not used to generate excessive data, but to inform teaching and ensure pupils are supported effectively.

Statutory assessments are carried out in line with national requirements, including the Multiplication Tables Check (MTC) in Year 4. Outcomes from assessments are used to support pupils who require further consolidation and to ensure all pupils are working towards the curriculum expectations.

Leaders use assessment information to evaluate the impact of the Mathematics curriculum, ensuring that teaching remains focused on developing fluency, reasoning and problem-solving and that pupils are building mathematical knowledge securely over time.