During their time at Westwoodside Church of England Academy, all pupils will have the opportunity to:

• Explore the relevance of maths in real-life contexts and across the curriculum

• Experience the joy of discovering patterns, solving problems and thinking mathematically

• Tackle challenges that promote resilience, independence and a growth mindset

• Collaborate with others to share strategies, explain thinking and learn from one another

• Participate in maths investigations, games and competitions that inspire curiosity and enjoyment

• Learn from mistakes and see them as valuable steps in the learning journey

• Celebrate progress and achievement in maths through class, school and community events

• Build confidence to apply their maths skills beyond the classroom in everyday life

• Be inspired to consider how maths links to future careers and opportunities

• Meet people working in careers that use maths to understand its value in the world of work

• Express their ideas clearly and creatively through mathematical talk, reasoning and representation

• Let their light shine through a love of learning and a belief in their own mathematical potential

 

Our curriculum is planned in KS1 and KS2 using National Curriculum progression and broken down into smaller steps by following the White Rose Sequence of Learning to ensure that new knowledge and skills build on prior learning and work towards defined end points. 

Daily lessons are planned by all class teachers in KS1 and KS2 and include clear lesson intentions, counting / tables recall, a starter activity (to aid recall and retention), main teaching input and independent practice  using a concrete, pictorial and abstract approach, and maths talk opportunities .  Children in Y1 transition from the way maths is implemented in EYFS, with both adult led and provision activities at the beginning of the year to the way  the rest of KS1 and KS2 access maths by the end of the Spring term.

Other resources such as Target Maths, Master the curriculum and NRich are also used to support planning and keep work load manageable. 

We are developing techniques that ensure after a topic has been taught it is continuously revisited as the year progresses, allowing the knowledge to become embedded, developed and giving the children the chance to deepen their understanding. All year groups start with place value work, as this underpins all mathematical understanding, before moving on to calculation techniques. Staff refer to the Calculation Policy when teaching formal methods, ensuring consistency and progression across school.  Reasoning tasks are also accessed daily by all children through ‘APE’ activities alongside calculation methods.

Practising the rapid recall of number facts is vital throughout school. A daily counting / number fact / tables recall  happens daily as part of our maths lessons in the form of chanting, singing and games.  As well as these techniques, in Year 2- Year 6 a fortnightly ‘Testbase’ paper is given to give children the opportunity to practise and improve their recall of number facts and fluency.  Also, from Year 2, all children have access to their own personal account of ‘Times Tables Rock stars’ where they can practise as well as compete against other pupils and classes in school.  Together, these elements help cement recall and knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, have the opportunity to build competency by taking the following approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

 

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial– children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

This helps children explore and demonstrate mathematical ideas, enrich their learning experience and deepen their understanding. Vocabulary is of key importance in maths and all staff model this and ensure that children are using mathematical vocabulary appropriately and confidently. 

In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children’s work to the Birth to 5 Years statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Maths is taught 4 days a week using the White Rose schemes of learning.

Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures.

In EYFS we continually observe and assess children against these areas using age-related objectives, and plan the next steps in their mathematical development in response to this. There are opportunities for children to encounter maths throughout the EYFS provision – through planned activities and the self-selection of easily accessible quality maths resources.

 

Across all year groups, learning in maths is enriched through practical experiences, themed days, and opportunities to apply mathematical knowledge in real-life contexts. Pupils take part in investigations, enterprise projects, and problem-solving challenges that stretch their thinking and develop their resilience. Visits and workshops bring maths to life—for example, exploring maths in science centres, outdoor environments, or through links with local businesses and community projects.

Children are encouraged to join extracurricular opportunities such as maths clubs, competitions, and inter-school challenges that spark curiosity and enjoyment. These experiences help pupils see the beauty and creativity of mathematics, understand its value in everyday life, and inspire them to pursue further study and future careers where maths plays a central role.

• Parents and carers will be invited to take part in maths workshops, family learning sessions, and events that celebrate mathematical thinking and problem-solving both in school and the wider community.

• To support their child’s mathematical learning, parents can access the school website for information about the maths curriculum, as well as photographs and examples of pupils engaging in practical, collaborative and creative maths activities.

• Parents will be informed of their child’s progress in maths—and the experiences they have had—through parent meetings and their child’s annual report.

• Throughout the year, they will receive letters and updates highlighting the mathematical opportunities their child has taken part in or will be participating in, helping to strengthen the partnership between home and school in supporting every child’s success in maths.

Long Term Plan 2025-2027

 

Nursery
Autumn	Comparison 1   More than, fewer than, same	Shape, space and measure 1   Explore and build with shapes and objects	Pattern 1   Explore repeats	Counting 1   Hear and say number names	Counting 2   Begin to order number names	Subitising 1   I see 1, 2, 3	Pattern 2   Join in with repeats	Shape, space and measure 2   Explore position and space
Spring	Subitising 2   Show me 1, 2, 3	Counting 3   Move and label 1,2, 3	Shape, space and measure 3   Explore positions and routes	Pattern 3   Explore patterns	Counting 4   Take and give 1, 2, 3	Shape, space and measure 4   Match, talk, push and pull	Subitising 3   Talk about dots	Comparison 2   Compare and sort collections
Summer	Pattern 4   Lead on own repeats	Shape, space and measure 5   Start to puzzle	Pattern 5   Making patterns together	Subitising 4   Make games and actions	Counting 5   Show me 5	Pattern 6   My own pattern	Counting 6   Stop at 1, 2, 3, 4, 5	Comparison 3   Match, sort, compare

 

Reception
Autumn	Getting to know you	Match, sort and compare	Talk about measure and patterns	It’s me  1, 2, 3	Circles and  triangles	1, 2, 3, 4, 5	Shapes with  4 sides
Spring	Alive in 5	Mass and capacity	Growing 6, 7, 8	Length, height and time	Building 9 and 10	Explore 3-D shapes
Summer	To 20 and beyond	How many now?	Manipulate, compose and  decompose	Sharing and grouping	Visualise, build and map	Make connections	Consolidation