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Scorton C of E

Primary School


At Scorton Primary School, we believe that mathematics is a fundamental part of everyday life for people all over the world and across a wide range of different cultures. It helps us understand many aspects of the world around us and live independently both as children and in our future lives.

National Curriculum Purpose of Study


Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

A Whole School Curriculum...


Early Years Foundation Stage (EYFS)

Mathematics in EYFS comes under two strands, each of which has an Early Learning Goal (ELG) below:


Number- Children at the expected level of development will: have an understanding of number to 10, linking names of numbers, numerals, their value, and their position in the counting order, subitise (recognise quantities without counting) up to 5, and automatically recall number bonds for numbers 0-5 and for 10, including corresponding partitioning facts.


Numerical Patterns- Children at the expected level of development will: automatically recall double facts up to 5+5, compare sets of objects up to 10 in different contexts, considering size and difference and explore patterns of numbers within numbers up to 10, including evens and odds.


Key Stage 1

The principal focus of mathematics teaching in KS1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools).


At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.


By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.


Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at KS1.


Lower Key Stage 2

The principal focus of mathematics teaching in lower KS2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including numbers facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.


At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.


By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table and show precision and fluency in their work.


Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing reading word knowledge and their knowledge of spelling.

Key Learning in Lower Key Stage Two

Upper Key Stage 2

The principal focus of mathematics teaching in upper KS2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.


At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means of solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.


By the end of year 6, pupils should be fluent in written methods for all four operations including long multiplication and division, and in working with fractions, decimals and percentages.


Pupils should read, spell and pronounce mathematical vocabulary correctly

Key Learning in Upper Key Stage Two

Our Approach - Red Rose Maths 


A mastery curriculum rejects the idea that a large proportion of people ‘just can’t do maths’ (NCETM 2016) and instead focuses on the idea that all pupils can achieve depth in their learning which can be accomplished by using key principles including:

  • representation and structure (effective pedagogies for modelling, concrete-pictorial-abstract approaches, effective use of manipulatives and transition between them)
  • coherence (curriculum design, progression of objectives, sequencing learning, small steps, contextualising learning between different areas of mathematics)
  • mathematical thinking (effective questioning, identifying patterns and relationships, deep understanding through reasoning and problem solving, supporting children to achieve deeper learning where appropriate)
  • variation (progression through representations using conceptual variation, progression through questioning using procedural variation)
  • fluency (efficiency, accuracy, flexibility, developing unconscious competence)


These elements of effective mathematics teaching are supported in both the National Curriculum and the Ofsted Inspection Framework.


The scheme provides teachers with comprehensive planning materials for each lesson including teaching resources, detailed planning guidance and children’s task sheets, including deeper learning tasks to challenge more able mathematicians.


We use the scheme flexibly, ensuring that all lessons are underpinned by accurate assessment for learning to ensure that all learners' needs are met and make progress. Effective adaptive teaching through questioning, resources and time ensure that lessons fully meet all learners' needs. 


Big Maths!

At Scorton School, we aim to raise the profile of fluency within Mathematics. We are currently introducing Big Maths throughout school to provide bespoke learning for all children on their numeracy journey. Each week children will complete weekly low stakes assessments , testing number facts recall and calculation skills. Completed in a fun and engaging way, each child makes progress on their CLIC journey whilst also helping us to revisit our learning frequently and remember more! 

What is CLIC?