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St John's

Church of England Infant School

A small school with a big heart, a great place to grow.








National Curriculum Intent

The aims of the 2014 National Curriculum are for our pupils to:  

  • Become fluent in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time. 
  • Develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately. 
  • Reason mathematically; follow a line of enquiry, conjecture relationships and generalisations. 
  • Develop an argument, justification and proof by using mathematical language. 
  • Problem solve by applying knowledge to a variety of routine and non-routine problems. Breaking down problems into simpler steps and persevering in answering. 


The expectation is that the majority of pupils will move through the programmes of study at roughly the same pace. Decisions about when to progress are based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich mastery and sophisticated problem solving. Those who are not sufficiently fluent with earlier material are offered opportunites to consolidate their understanding through additional practice either as part of lesson inputs or as targeted intervention.



When teaching mathematics at St John’s Church of England Infant School, we intend to provide a curriculum which caters for the needs of all individuals and provides them with the necessary skills and knowledge for them to become successful in their future endeavours. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.

Pupils are encouraged to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a variety of concrete, pictorial and abstract form. They are taught to explain their choice of methods and develop their mathematical reasoning skills both verbally and in written format. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Relating the patterns between mathematics and everyday life through our curriculum, allows children to better make sense of the world.

This is underpinned by

  • High expectations and mastery: all children are expected to succeed and make progress from their starting points.
  • Modelling: teachers demonstrate the skills needed to succeed in mathematics providing examples of good practice and having high expectations.
  • A vocabulary rich environment: we promote a vocabulary rich environment, where talk for maths is a key tool in all lessons.
  • Patterns and Links: Children are actively encouraged to find patterns in their maths, this helps them to explain and predict their reasoning.
  • The teaching of fluency: we intend for all pupils to become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • The teaching of reasoning: we intend for all pupils to reason mathematically, developing arguments, justifications or proof using mathematical language.
  • The teaching of problem solving: we intend for all pupils to solve problems by independently applying their skills to a variety of problems with increasing sophistication.



Every class follows a scheme of learning which is based on the National Curriculum, this includes the White Rose scheme of learning. Lessons are personalised to address the individual needs and requirements for a class but coverage is maintained.

We also use a range of planning resources including those from NRICH to further develop children’s understanding of a concept and the links between maths topics.

We practise fluency daily in each class. This aims to ensure general maths knowledge and fluency are maintained and developed; these may take many forms, for example: counting, number facts and times tables or a variety of questions from previously taught areas of mathematics. 

We continuously monitor pupil’s progress against expected attainment for their age which we then use to inform our teaching.

Our assessments in maths are discussed in Pupil Progress Meetings termly. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child and that every child makes progress.

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Base10, number lines, multilink and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.

We frequently share ideas and things that have been particularly effective. We also take part in training and moderation opportunities.

Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects such as science.



Through discussion and feedback, children talk enthusiastically about their maths lessons and speak confidently about what they are learning in maths.

Children show confidence in learning about a new maths area and being able to apply the knowledge and skills they already have.

Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential.

 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 demonstrate a quick recall of number facts and times tables.  

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.

 The flexibility and fluidity to move between different contexts and representations of maths. 

Children show a high level of pride in the presentation and understanding of the work.

 The chance to develop the ability to recognise relationships and make connections in maths lessons. 

Teachers plan a range of opportunities to use maths inside and outside school.



At the end of each year the children are expected to have achieved in line with National for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention. All children are expected progress this includes all vulnerable groups including SEN.

Helpful websites:

Help your child to develop their Math’s skills by using the following websites. 

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I am the vine and you are the branches

-John 15