Intent, Implementation and Impact Statement for Maths


At St Mary’s we provide a broad and balanced mathematics curriculum for all children. We encourage them to reflect, share and discuss their learning. We promote enjoyment and enthusiasm, while fostering a positive approach to learning through practical activity, exploration and discussion. Children become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time. We have a big focus on the use of manipulatives (concrete, pictorial and abstract) to aid and deepen understanding of mathematical concepts.

Our maths curriculum reflects our five school values





In maths, children will:

·         Listen respectfully

·         Empathise

·         Collaborate

·         Co-operate

The maths curriculum will:

Ensure that children can learn from their own and each other’s mistakes in a mutual and respectful manner. Children will use their good manners when spotting errors and work collaboratively to solve problems.


In maths, children will:

·         Manage distractions effectively

·         Not create distractions for others


The maths curriculum will:

Encourage children to take responsibility for their own learning, while ensuring that they are not impeding others from theirs. Children will be given the opportunity to challenge themselves (at an appropriate level) with our Bronze, Silver and Gold level work.


In maths, children will:

·         Imagine

·         Problem solve

·         Find patterns

·         Make careful observations


The maths curriculum will:

Promote curiosity, problem solving and imagination. Children will be given the opportunity to share their effective methods with others.



In maths, children will:

·         Be resilient

·         Persevere

·         Fail and try again

·         Give their best effort


The maths curriculum will:

Ensure that children have the opportunity to revisit, practice and persevere.



In maths, children will:

·         Question

·         Think about how they learn best


The maths curriculum will:

Ensure that children are taught varied methods for calculation. Children will be encouraged to choose methods that work well for them.


Curriculum drivers for all curriculum areas:


Communication so children will have the high-level vocabulary and skills to ask questions, explain their learning and communicate effectively through a wide range of media.

Challenge so children are self-motivated and willing to take risks; solve problems creatively, taking pride in their learning; and motivate themselves towards success and increasing independence.

Community so children will feel a sense of belonging as empathetic, respectful and supportive members of our immediate school environment as well as the global community.





Maths is taught discretely in Years 1 to 6 during daily lessons. The calculation policy illustrates the progression that teachers will follow when planning for the four key operations. It is introduced in the EYFS where children are encouraged to use the methods in a practical way. As children enter Year 2 children start to use representations to solve calculations. In Key Stage 2 pupils are taught the formal written methods for each of the four operations. 

Teachers in years 1, 2, 3 and 4 at St Mary’s are utilising the Maths No Problem teaching and learning materials. Teachers in years 5 and 6 are making use of a variety of resources to support planning for children in their class including the use of Hamilton Trust, White Rose and Nrich. These are not to be followed discreetly as teachers must always use their professional judgement and AfL to assess children’s progress. 


Children in years 2 to 6 complete a minimum of three sessions of TTrockstars, where they learn and practice their fluency in timestables. Fluent in 5 is used in KS2 to give children the opportunity to practice, revisit and build fluency in mental maths and the use of the formal methods for the four operations and fractions.

Planning is flexible and responsive to either recap what has been taught, practice the concepts learned or to move the children on. Planning is regularly monitored by subject leaders and Senior Leadership Team (SLT).


Links are made with other subjects in the curriculum when they arise e.g. in the term that year 4 learn about the Amazon Rainforest in South America, they create their own graphs to represent levels of deforestation etc.


Assessment for learning (AFL) is integral to the daily teaching of mathematics, with adjustments being made to the planning and teaching as the week progresses. Staff make assessments of the children’s learning on a daily basis through observation, listening to the children, engaging them in conversation about what they are doing, asking open-ended questions and checking understanding. The pupils own view of his/her attainment is taken into account through a variety of self-assessment methods. 


Pupil progress is recorded using Target Tracker informed by ongoing assessments and updated regularly to show where the children are in their attainment. The SLT holds Pupil Progress Meetings each term with each class teacher to discuss the progress of the children in their class. Progress is monitored of all children at regular stages throughout the school year.


SAT tests are carried out during the summer term for Year 2 and 6 children to support the Teacher’s assessments of the children’s attainment and further inform planning to further develop learning.


The teaching and learning of mathematics throughout the school is monitored and evaluated by Maths Leaders and SLT, through observation of maths teaching and scrutiny of work. This policy will be reviewed regularly by the Maths Leaders, SLT and whole staff.


The impact of our maths curriculum can be seen by talking to the children about their interest in this subject and seeing evidence in their books, on learning walls in classrooms and on displays