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Maths at Caldecott

Statement of Intent for Mathematics at Caldecott Primary School


Our school vision is ‘Happy learners aiming high'





The Statutory Framework for the Early Years Foundation Stage (2021) aims to ensure that:

 all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.”


The 2013 National Curriculum for Mathematics aims to ensure that all children:


  • become fluent in the fundamentals of maths
  • are able to reason mathematically
  • can solve problems by applying their maths learning.


At Caldecott, these skills are embedded within maths lessons and throughout the day in indoor and outdoor learning in EYFS.  Skills are developed consistently over time. We are committed to ensuring that children are able to recognise the importance of maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to develop a curiosity and an enjoyment of maths, to be able to reason mathematically and to experience success.     



In EYFS, Maths is taught in Reception through short maths sessions using White Rose Maths and NCETM resources.  Alongside this, maths happens throughout the day in Nursery and Reception through purposeful play-based activities both indoors and outdoors. 


Great emphasis is placed on teaching mathematical vocabulary, showing children a range of representations and embedding an understanding of number.


The content and principles underpinning the 2013 Mathematics Curriculum and the Maths curriculum at Caldecott reflect the mastery approach and are based upon the White Rose Maths programme of teaching with adaptations so that so that we have a best fit for our children.


  • The vast majority of children progress through the curriculum content at a similar pace.  Time is spent developing deep knowledge of the key ideas that are needed to underpin future learning
  • If children fail to grasp a concept or procedure, teachers aim to identify this quickly and to give support to enable them to move forward with the whole class.
  • Teaching children how to spot and make connections and links within maths is important so that children’s learning is deepened and is more sustained.
  • Daily lessons follow a whole school agreed format based around White Rose Maths but tailored to suit the needs of the children in the class.  The White Rose curriculum is a cumulative curriculum, so that once a topic is covered, it is revisited again in other contexts.  For example, place value is revisited in addition and subtraction and multiplication and division.  The curriculum recognises the importance of children’s conceptual understanding of number and of their building up fluency.  The curriculum is designed to ensure that time is invested in reinforcing this to build competency.
  • Lessons are planned to provide plenty of opportunities to build reasoning and problem solving elements into the curriculum.  When introduced to a new concept we have a Concrete, Pictorial, Abstract (CPA) approach. Children have the opportunity to use concrete objects such as Base 10, number lines, counters to help them understand what they are doing.  Next or alongside their manipulatives, they experience and use pictorial representations before moving to the abstract (numbers). This CPA approach is used to help create a strong basis for tackling reasoning and problem solving. 
  • Maths topics are taught in blocks, to enable the achievement of mastery over time.
  • These teaching blocks are broken down into smaller steps, to help children understand concepts better.  This approach means that children do not cover too many concepts at once which can lead to cognitive overload. Caldecott uses the White Rose progression document which is on the school website.
  • Each lesson phase provides the means for children to achieve greater depth, with children who are quick to grasp new content, being offered rich problems within the lesson as appropriate.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge.
  • Discrete arithmetic lessons in Key Stage 2 are used to practise basic arithmetic skills such as multiplication and division facts or to support children in fully understanding efficient methods. 



The school has a supportive ethos and our approach helps children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others.  Children sometimes underperform in maths because they think they cannot do maths. The school’s use of White Rose Maths addresses these preconceptions by ensuring that children experience challenge and success in maths by developing a can-do attitude and by encouraging a growth mindset.  This is underpinned and reinforced by our school values and focus on our 5 Rs: respect, resilience, resourcefulness, responsibility and reflectiveness.


The impact of our Maths curriculum is seen in:   

  • EYFS children having a strong grasp of numbers to 10, an understanding of key vocabulary and lots of practical experiences of maths.
  • children’s ability to discuss their learning with growing confidence and enthusiasm.
  • their progress as seen in books and ongoing teacher assessment.
  • an improvement in their recall of number facts, particularly number bonds in Key Stage 1 and multiplication and division facts in Key Stage 2.
  • the accurate use of mathematical vocabulary
  • progress in being able to reason and explain with the support of stem sentences
  • the application of facts and methods that children have learnt in different contexts.   




Building up Fluency in KS1 and KS2


KS2 Times Tables

It is vital that children are fluent with multiplication facts in order to help them solve mathematical problems accurately and confidently. Year 4 children will be taking part in the new Multiplication and Times Table Check in 2022. We have a times tables award system in KS2 to help motivate children to learn their times tables.  Children practise their times tables at home by using Times Table Rock Stars


KS1 Number Pairs Challenge and Numbots

Year 1 and 2 children need to be secure in addition and subtraction facts for all pairs of numbers to 20.  Children take part in a Number Pair Challenge with gold, silver and bronze certificates to build up rapid recall.  

KS1 children all have a log-on to Numbots which is part of the Times Table Rock Stars website.  They can practise their number pairs at home.





Ideas for helping at home

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