Be fluent           Be a problem solver        Be a mathematician


As a school, we aim to develop mathematicians of the future, where maths is enjoyed by all, challenges are accepted and solved, where mistakes are recognised as part of the learning journey and where a deep and rich mastery understanding of maths is an opportunity for all. To ensure full topic coverage, we use Maths No Problem, a researched informed approach, to teaching mathematics, and we aim to imitate a style and culture of maths where children grow up reaching their full continuing potential. This whole school primary maths curriculum, creates continuity and progression in the teaching of mathematics.





 At St.Mary’s, all children are entitled to access all aspects of the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics. The fundamental idea behind mastery is that all children develop a deep understanding of the mathematics they are learning.  Learning is carefully sequenced, taking into account what has been taught before, and what knowledge and skills are needed for the next stage of our children’s mathematical development. Mathematics is purposefully planned to be taught explicitly across the wider curriculum in subjects such as (but not limited to) science, history and geography.




A large emphasis of our teaching and curriculum design is centred around ensuring children retain the concepts they have been taught through a spiral curriculum. The majority of pupils will move through the programmes of study at broadly the same pace.  However, pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Teaching is underpinned by a small-steps curriculum design philosophy and supported by carefully crafted lessons and curated resources to foster deep conceptual and procedural knowledge. 

In our Early Years Foundation Stage (EYFS) children are given the opportunity to develop their understanding of number and numerical patterns  through a combination of short, formal teaching sessions as well as a range of planned, structured play situations, where there is plenty of scope for exploration and the use of concrete resources. This early exploration and talk forms a strong basis for maths in proceeding year groups. Through our teaching on maths, there are 4 main components in lessons using concrete, pictorial and abstract methods.

1. The Anchor Task

2. Journaling

3. Guided Practice

4. Independent Practice / Guided Groups / Enrichment

The emphasis of the curriculum is on problem solving, discussion and evidence-based learning and teaching. In our teaching, we focus on the use of core competencies: Questioning, Discussion, Feedback, Finding Patterns, and Mental Strategies.



As a result of our Maths teaching at St.Marys you will see:

Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.  Children show a high level of pride in the presentation and understanding of the work.  They demonstrate a quick recall of facts and procedures, including the recall of times table.  Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning in maths lessons. They can articulate the context in which maths is being taught and are able to reason verbally, pictorially and in written form.  




At St.Mary’s we enrich our Maths curriculum by;

  • Year 6 Pupils take part in ‘entrepreneurial week’ where they pitch their business plan to a panel of  ‘dragons den’.  Pupils plan profit and loss figures, percentages, revenue/turnovers, marketing and branding etc while making their ‘ Ten pound grow’.   
  • Compete in Times Tables Rock Star festivals and celebrate our individual successes.
  • Engage in more able maths workshop at Ampleforth College
  • EYFS visit the local shop to pay for items used for baking
  • Maths through stories in KS1 classrooms  - shared during story time
  • Lenten Challenge - Enterprise linked with Catholic life - ‘Which class can raise the most money for Ukraine?’
  • We are part of the Maths Hub for Yorkshire and Humber
Public Consultation for Nursery Provisions. Please visit to find out more