Maths

Intent

At St Martin’s Catholic Primary School, we believe that all children can succeed in mathematics. Through a mastery approach, we aim to develop confident, resilient and enthusiastic mathematicians who are equipped with the knowledge, skills and understanding they need for the next stage of their education and beyond.

We strive to ensure that every child develops a secure understanding of mathematical concepts and is able to apply their learning in a range of contexts. Our curriculum promotes curiosity, encourages children to take risks and supports them to become fluent, articulate and independent mathematicians.

At St Martin’s, we aim to:

• Promote a love of mathematics and foster children’s confidence to explore, investigate and persevere.
• Develop fluency in the fundamentals of mathematics through regular practice and the secure recall of number facts.
• Build children’s conceptual understanding through carefully sequenced learning experiences.
• Enable children to reason mathematically and communicate their thinking using precise mathematical language.
• Develop problem-solving skills and encourage children to apply their knowledge to both routine and non-routine contexts.
• Ensure all children make progress at their own pace, revisiting concepts where necessary to secure understanding before moving on.
• Provide an inclusive curriculum through adaptive teaching, ensuring that all pupils, including those with SEND and disadvantaged pupils, can access and succeed in mathematics.

Our Intent in Mathematics is Rooted in Catholic Social Teaching

At St Martin’s, we believe:

• Every child is created in the image and likeness of God and possesses unique mathematical potential.
• Mathematics enables children to contribute to the common good by equipping them with the skills to understand and navigate the world around them.
• Mathematical learning promotes solidarity by helping children to collaborate, communicate and appreciate different approaches to problem solving.
• Participation is encouraged through inclusive and engaging learning opportunities that enable every child to experience success and develop confidence.

Implementation

Mastering Number

St Martin’s has adopted the Mastering Number programme to strengthen children’s foundational understanding of number, with a particular focus on EYFS and KS1. The programme is taught daily and supports pupils in developing a deep and flexible understanding of number and number relationships.

Through Mastering Number, children develop:

• A secure understanding of number bonds and place value.
• The ability to subitise and recognise quantities quickly and accurately.
• Confidence in using a range of representations to visualise and manipulate numbers.
• Efficient mental calculation strategies.
• Flexibility in their mathematical thinking and approach to problem solving.
• The ability to explain and justify their reasoning using appropriate mathematical vocabulary.

White Rose Maths

St Martin’s uses the White Rose Maths scheme as the foundation of its mathematics curriculum. Additional resources, including NRICH and problem-solving activities, are used to enrich learning and provide further opportunities for reasoning and challenge.

The principles of White Rose Maths at St Martin’s are:

• Teachers assess prior learning before beginning each unit to inform planning and ensure appropriate challenge.
• Children learn using the Concrete-Pictorial-Abstract (CPA) approach, enabling all pupils to develop a deep and secure understanding.
• Lessons begin with opportunities to explore, discuss and solve mathematical problems collaboratively.
• Guided practice is followed by independent application or targeted support where appropriate.
• Reasoning and problem-solving opportunities are embedded within every lesson.
• Ongoing formative assessment ensures teaching is responsive to pupils’ needs.
• Summative assessments are used regularly to identify strengths, address misconceptions and inform future planning.

Impact

Through our mathematics curriculum, pupils at St Martin’s:

• Develop a deep, secure and adaptable understanding of mathematical concepts.
• Build strong number sense and fluency from the earliest years.
• Confidently explain their mathematical thinking using appropriate vocabulary.
• Become fluent in key number facts and calculation strategies.
• Demonstrate resilience, independence and a positive attitude towards mathematics.
• Experience a curriculum that is carefully sequenced and accessible to all learners.
• Leave St Martin’s with the mathematical knowledge, skills and confidence required to succeed at secondary school and beyond.

Our pupils understand that mathematics is an essential life skill and recognise its importance in the wider world. They leave St Martin’s as confident, capable and reflective learners who are prepared to make a positive contribution to society.

Assessment

Assessment is an integral part of teaching and learning at St Martin’s and is used to inform next steps and ensure that all pupils make progress.

Teachers assess pupils through:

• Effective questioning during lessons.
• Ongoing formative assessment and feedback.
• End of Unit White Rose assessments.
• End of Block White Rose assessments at the end of each term.
• Mock SATs in Year 2 and Year 6, where appropriate.
• Pupil self-assessment and reflection.
• Regular pupil progress meetings.

Monitoring and Review

The monitoring of mathematics is the shared responsibility of class teachers, the Mathematics Subject Leader and the Senior Leadership Team.

Monitoring activities include:

• Lesson observations and drop-ins.
• Book scrutinies.
• Moderation activities within school and with external partners.
• Pupil voice activities.
• Analysis of assessment information and pupil progress meetings.

The Mathematics Subject Leader provides strategic direction for the subject, supports colleagues with curriculum development and ensures that mathematics continues to be a strength of the school. Governors receive regular updates on the quality of mathematics provision and the progress being made towards the school’s improvement priorities.