Glebe Primary School


Maths at Glebe


Aims and Objectives

Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways.


Mathematics is important in everyday life.  It is integral to all aspects of life and with this in mind we endeavor to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them. Through mathematics we aim to equip children with essential life skills that will benefit them throughout their lives.


The Program of Study in the National Curriculum for mathematics describes what must be taught in each Key Stage/year group (see program of study for mathematics in the national curriculum). At Glebe Primary School we have developed a calculation policy for progression in written calculation, ensuring continuity and progression in the teaching of mathematics based on the White Rose and Power Maths mathematics scheme which follow the Maths Mastery ethos.  In Early Years the curriculum is guided by the Early Learning Goals, which mirror the Reception Learning Objectives in the Framework.  Following the National Curriculum, it is our aim to provide:


  • A positive attitude towards mathematics and an awareness of the fascination of mathematics.
  • Competence and confidence in mathematical knowledge, concepts and skills
  • An ability to solve problems, to reason, to think logically and to work systematically and accurately.
  • Initiative and an ability to work both independently and in cooperation with others
  • An ability to communicate mathematics
  • An ability to use and apply mathematics across the curriculum and in real life
  • An understanding of mathematics through a process of enquiry and experiment



Teaching and Learning Styles

At Glebe Primary School we use a variety of teaching and learning styles in our Mathematics


To provide adequate time for developing mathematical skills each class teacher will provide a daily mathematics lesson. These may vary in length but will usually last for approximately 60 minutes. Additional mathematics may be taught within other subject lessons when appropriate.


In the Foundation Stage mathematics is taught through a range of learning contexts during the children’s independent learning time, as well as shorter whole class or group inputs.  Objectives used when planning are taken from the EYFS Framework. The sequence of teaching in Reception follows the White Rose Scheme of work.  From Year 1, all pupils will have a dedicated daily mathematics lesson. Within these lessons there will be a good balance between whole-class work, group teaching and individual practice.  This means that the children get support with skills such as measuring; mastering the multiplication tables etc however there will be opportunities or requirements for mini-plenaries throughout to address misconceptions or to develop further understanding:


  • Oral work (including times tables) and mental calculation. This will involve whole-class work to rehearse, sharpen and develop mental and oral skills.


  • The main teaching activity. This will include both teaching input and pupil activities and a balance between whole-class, grouped, paired and individual work.


  • A plenary. This will involve work with the whole class to address misconceptions; identify progress; summarise key facts; make links to other work and to discuss next steps.


  • Outdoor Learning and investigations are encouraged to take place where appropriate.



Recording of Pupil Work

There are occasions when it is not necessary to record mathematics in a permanent form, but there are also occasions when it is both quick and convenient to carry out written calculations. It is also important to record aspects of mathematical investigations.  Children are taught a variety of methods for recording their work and they are encouraged and helped to use the most appropriate and convenient method of recording for themselves. Recording work may involve children making rough jottings first, followed by recording actual answers for the teacher’s attention. All children are encouraged to work tidily and neatly when recording their actual answers but jottings may take any form and are important evidence for the teacher. Outdoor Learning is also an integral part of the children’s learning. Where possible teachers are asked to place photographic evidence in teacher share photos and also they are placed in books for evidence.


Key Stage One and Key Stage Two have a dedicated maths exercise book for recording their work.  In EYFS, the children each have a profile on Tapestry (online learning journey) where evidence of their learning will be recorded.  They also have an exercise book for recording maths where appropriate.


The school uses a progression for solving calculations which is available to all teachers, teaching assistants and parents from the White Rose Scheme.  The progression of teaching within Power Maths follows the ‘Concrete’, ‘Pictorial’, ‘Abstract’ sequence as outlined in the White Rose calculation policy.



Mathematics Curriculum Planning

We use the White Rose scheme of work which covers the National Curriculum for Mathematics as the basis for our curriculum planning. To support planning, teachers use the Power Maths scheme which provides smaller steps and greater detail when planning.  This scheme is adapted and supplemented where appropriate to best meet the needs of the children in the class.


Our curriculum planning is in three phases (long term, medium term and short term). Each class teacher creates a plan for each lesson on a weekly planning sheet. These plans list specific learning objectives and expected outcomes for each lesson.


We plan so that children build on prior knowledge. Children of all abilities have the opportunity to develop their skills and knowledge.


We achieve this by:

  • Children work in class with their class teacher and differentiated activities are available to challenge and support the children.
  • Use of learning lounge sessions to support and consolidate small learning steps and skills where appropriate.
  • ‘Chilli Challenge’ activities (Green, Pink, and Purple) give the children the opportunity to choose their level of challenge.  These are differentiated to match the levels of skill, knowledge and understanding that build towards mastery of that area of maths.  They are monitored during the lesson and encouraged to move on to a harder level of challenge as they become confident, or so support can be given where they are less confident.




Within EYFS mathematics focuses on the following statutory elements:

Numbers: children having a deep understanding of the numbers to ten, including the composition of each number; subitising numbers to 5 and automatic recall of the number bonds to five and some of the number bonds to 10 (including some doubles).

Numerical patterns: verbally count beyond 20; comparing quantities up to 10 in different contexts and exploring patterns within numbers up to 10, including evens, odds, doubles and quantities that can be distributed equally.

The children will also have the opportunity to explore the topic below as part of a balanced curriculum:

Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

These elements are taught during whole class and group inputs, as well as through play during children’s independent learning time.


Links to other subjects

For each lesson, teachers plan specific learning intentions and challenges based on developing children’s skills, knowledge and understanding in each mathematical area. Where possible teachers make links between subjects to provide experiences that enrich learning and to consolidate and apply the skills that the children have learnt in a variety of contexts. Mathematics contributes to many subjects within the primary curriculum and opportunities will be sought to draw mathematical experience out of a wide range of activities. This will allow children to begin to use and apply mathematics in real contexts.



Assessing and Recording

Children are assessed regularly during lesson. This informs judgements of where children are in terms of achieving the end of year expectations, which is updated on assessment tracking grids.  Children are assessed continuously. Teachers have access to assessments linked to the White Rose Scheme of work and Power Maths scheme to help support their judgements along with additional test materials linked to the National Curriculum objectives. These can be used after each unit of work and termly assessments will take place.




Each class in Key stage 1 and 2 has access to the Power Maths scheme online and books for each year group as well as the White Rose Scheme of Work.  Resources for mathematics are available in the KS2 hall (separate cupboard).  Class teachers also have equipment such as base 10 and Numicon in their classes.



Monitoring and Review

The subject leader is responsible for monitoring the standard of the children’s work and the quality of teaching in Mathematics in coordination with monitoring which is undertaken by the SLT (Senior Leadership Team). The subject leader is also responsible for supporting colleagues in their teaching, for being informed about current developments in the subject, and for providing a strategic lead and direction for Mathematics in the school.