Curriculum

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Maths

Intention (Why do we teach what we teach?)

At Stoke St Michael Primary and Nursery School, our aim is to ensure that all children can access and achieve in mathematics. We are committed to delivering a comprehensive mathematics education that challenges and supports each pupil, encouraging a deep understanding of mathematical concepts. Our curriculum is designed to inspire curiosity and foster a lifelong appreciation for the subject.

Central to our intent is the belief that children learn mathematics best through a structured progression from concrete experiences to abstract understanding (CPA approach). This ensures that all pupils, regardless of starting point, develop secure conceptual understanding alongside procedural fluency. Our curriculum aligns with the White Rose Maths schemes and calculation policy, ensuring clear progression in the four operations and across all strands of mathematics.

Implementation (How do we teach it?)

To achieve our intent, we utilise the White Rose Maths scheme throughout the school to provide structured, skills-progressive and coherent lessons. In the Early Years Foundation Stage (EYFS), we incorporate Ten Town alongside White Rose to establish a strong foundation for our youngest learners. Our approach to teaching maths is built upon the mantras ‘try it, use it, prove it’ and ‘I do, we do, you do’, encouraging children to engage actively with their learning process.

Our teaching is underpinned by the Concrete–Pictorial–Abstract (CPA) approach, which is embedded consistently across all year groups and reflected in both our calculation policy and our use of concrete resources:

  • Concrete stage: Pupils use physical resources such as counters, Numicon, base-10 (Dienes), bead strings and place value counters to explore mathematical structures and relationships.
  • Pictorial stage: Pupils represent concepts through drawings, bar models, number lines and diagrams to deepen understanding.
  • Abstract stage: Pupils move towards formal written methods and symbolic representations.

This progression is clearly mapped within our calculation policy, where each operation (addition, subtraction, multiplication and division) follows a structured journey from concrete representations to formal written methods.

We ensure that appropriate concrete resources are used purposefully across all phases to support conceptual understanding. For example:

  • In EYFS and KS1, resources such as counters, Numicon, ten-frames and bead strings support counting, number bonds and early calculation.
  • In KS2, resources such as base-10, place value counters, fraction bars and arrays support more complex concepts including exchange, fractions and scaling.
  • Across all phases, resources are carefully selected to match the mathematical focus and to scaffold learning effectively.

Lessons are designed to be engaging and relevant, enabling pupils to make connections between mathematical concepts and real-life contexts. Teachers use a range of strategies including questioning, discussion, modelling and guided practice to develop fluency, reasoning and problem-solving skills.

Impact (What has been the impact and how do we know?)

The impact of our maths teaching is measured through a range of robust and insightful approaches. We gather and analyse data from regular assessments to monitor pupils’ progress and understanding. Teacher judgements and observations provide qualitative insights into each child’s learning journey.

Book looks demonstrate how pupils progress from concrete and pictorial representations to efficient abstract methods, in line with our calculation policy progression. Pupils’ work shows increasing independence, accuracy and confidence in applying mathematical skills.

Additionally:

  • Targeted interventions are used to support and accelerate learning.
  • Pupil voice highlights growing confidence and enjoyment in mathematics.
  • Lesson observations evidence consistent use of CPA and concrete resources across the school.

By maintaining a broad and balanced maths curriculum, we aim for our pupils to achieve fluency, reasoning and problem-solving skills by the time they leave us. Ultimately, our goal is for each child to reach their full mathematical potential, equipped with both confidence and competence.

How can I support my child’s learning?

White Rose Maths has created a selection of videos entitled Maths with Michael that explain different areas of maths and how parents can support learning at home.

For guidance on the specific methods of calculation that your child will be taught, please refer to our calculation policy

Please speak to your child’s class teacher if you have any questions or concerns.