St Joseph'sCatholic Primary School


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Subject Leader: Mrs Hunt

Link Governor: Mrs Jarvie


The mathematics curriculum is well planned and sequenced from the early years through to Year 6. Across the school, teachers explain new learning clearly. They use their good subject knowledge to present information in simple ways that pupils can understand. Over time, pupils are achieving well and building their knowledge securely. (Ofsted, 2021)



Statement of Intent


We believe that all children need a deep understanding of the mathematics they are learning so that future mathematical learning is built on solid foundations.  Mathematics is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment.  Our intent is to provide a high-quality mathematics education that provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of mathematics and a sense of enjoyment and curiosity about the subject.


The National Curriculum for Mathematics (2014) aims for pupils to:


  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language
  • solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.




In line with the New National Curriculum (2014) each year group have particular mathematics skills that must be embedded by the end of the academic year.  Children are continuously challenged in their learning and problem solving is at the heart of our teaching, broadening children's knowledge and encouraging them to relate their learning to real life situations.  A good knowledge of numbers or development of 'number sense' is the product of structured practice and repetition.  It requires an understanding of number patterns and relationships developed through directed enquiry, use of models and images and the application of acquired number knowledge and skills.




At St. Joseph's, we intend that all pupils will be able to:


  • use mathematical concepts, facts and procedures appropriately, flexibly and fluently;
  • recall key number facts with speed and accuracy and use them to calculate and work out unknown facts;
  • have sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems;
  • solve problems of greater complexity (i.e. where the approach is not immediately obvious), demonstrating creativity and imagination;
  • independently explore and investigate mathematical contexts and structures and communicate results clearly.


Teaching at St. Joseph's is underpinned by careful curriculum design, aided by Power Maths, and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge developing mastery in mathematics. The consistent use of the CPA (concrete, pictorial, abstract) approach across Power Maths helps children develop mastery across all the operations in an efficient and reliable way.


Skills progression

Our children's learning is assessed from our teacher's assessment and knowing and understanding the children that we teach. In order to track progress across the school, we are using the Cornerstones skills progression tool. This ensures that we are able to individually track progression of skills and learning. 


The '5 principles of mastery' model exemplifies our aims in relation to the teaching and learning of mathematics.

Progression in Mathematics

As part of Money Week, Water Class have paid for their fruit with money and handed their coin to the shop keeper.

Fire class have been using manipulatives to support their learning in maths

Water Class have been representing numbers to 10

Fire class have been exploring measuring using non - standard and standard units of measures

Water Class have been matching and sorting by shape, size and colour

Measuring and exploring angles in STEM Club

Embedding shape knowledge. KS1 Tangrams

Problem solving in KS1 with Concrete Resources!

Investigating Angles KS2

Maths Technicians