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‘Working Together for Excellence’


Weyford Nursery and Primary Academy


Mathematics Statement



We want all children to adopt the ‘We can do maths!’ attitude, so we teach the Mastery style of mathematics, where all children can: become fluent in the fundamentals of mathematics; reason mathematically and solve problems by applying their mathematical knowledge.  We understand that for a secure and deep understanding of mathematical concepts there needs to be a variety of progressive tasks. Children have to believe that they can achieve in mathematics and challenge themselves.  They need to be encouraged to show their workings using concrete apparatus, before establishing ways of pictorially and formally representing their understanding.  They learn how to choose their methods and explain their thinking, thus developing mathematical reasoning skills.  Resilience is encouraged when problem solving and the children understand that struggle is often a necessary step in learning.



Mathematics is shaped around our core values, which enables the children to develop mathematically, realise their potential and aspire to become the very best mathematicians they can be, regardless of their background and ability.


Our curriculum in EYFS follows the Early Years Statutory Framework for the Early Years Foundation Stage, guided by Development Matters and Birth to 5 Matters. These documents specify the requirements for learning and development and provides the prime and specific areas of learning we must cover in our curriculum. We provide a learning environment that helps children achieve their potential and support those who need additional help in order to maximise their chances of achieving the Early Learning Goals and allowing a smooth transition into Key Stage 1.


Throughout the rest of the school, we teach the National Curriculum using the White Rose Scheme where the sequences have been designed to support the delivery of a carefully planned progression that ensures there is consistency across the school.  The focus in maths lessons is fluency, not speed. Before each new topic, the children are assessed on what they have already learned in previous years, so that those who meet expectations can be given the appropriate tasks to allow progression and those who require more support are given scaffolded tasks and interventions.  We ‘live mark’ during maths lessons in order to assist any child that needs it or to ensure that children are challenging themselves. Children who have a secure understanding of concepts need to consolidate their understanding and are challenged through rich and sophisticated problems before moving onto new contents.




By the end of EYFS and each key stage, we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and with accuracy.  The children should have the skills and resilience to solve problems by applying their mathematics to a variety of situations, including routine and non-routine contexts. Children will be able to reason mathematically by following a line of enquiry and by the end of key stage 2, they will confidently develop and present a justification, argument or proof using mathematical language.

Mathematics Policy September 2022

Mathematics Calculation Policy

Long Term Plans - whole school

Year 5 have been investigating cubed numbers by making cubes from multilink before calculating them

Saichon has been investigating the properties of 3D shapes using Clixi.

Year 5's display about negative numbers