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Lilleshall Primary School

Working Together for Excellence and Enjoyment

Maths Policy



 Lilleshall Primary School

Maths Policy 2020 - 2021




At Lilleshall Primary we feel that the rationale for teaching maths is encapsulated perfectly within the National Curriculum:


Mathematics is a creative and highly interconnected 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.


National curriculum in England: mathematics programmes of study, National Curriculum 2014, DFE






    Our curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

National Curriculum

The programmes of study for mathematics are set out year-by-year for Key Stages 1 and 2. At Lilleshall Primary we teach the content of each of the programmes of study to that particular year group offering extension through breadth and depth teaching where necessary. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study for that particular key stage.




Teachers at Lilleshall School plan for their year group using the programmes of study to ensure full coverage by the end of each key stage and the full primary content by the end of Year 6. The programmes of study are organised into units which follow the White Rose teaching structure. This allows for each area of maths to be taught in depth, building upon and revisiting prior learning.   


Medium Term Planning


Each term teachers have an overview of the attainment targets which they wish cover during the term. Teachers have the discretion to change the order of the teaching sequence or spend a longer or shorter time on each unit depending on the ability, knowledge and skills of the particular cohort that they are teaching. Cross curricular links are made where possible and work may be found in other books such as Science or Foundation books.


Short Term Planning


Individual lessons are planned on a weekly basis; this allows teachers to plan each lesson in more depth taking into account the needs of individual learners. These plans evolve throughout the week to provide the best opportunities for every child at that particular point in their learning. Teachers draw on a range of resources to put together a rich and engaging range of learning experiences and activities that facilitate the delivery of a robust curriculum.



At Lilleshall School we make use of a range of ICT resources for maths. These include:


  • Nrich materials/activities
  • Excel
  • Espresso
  • Telford and Wrekin Learning Zone
  • A range of iPad apps to develop/consolidate skills
  • Calculators although these are not used as a substitute for good written and mental arithmetic



Teaching and Learning


Emphasis is on direct teaching, mental strategies and differentiated work. Maths lesson will be taught every day in the main although teachers may use their discretion to block lessons where appropriate.


During daily maths lesson, teachers and teaching assistants will teach maths through the following approaches:


-Teacher demonstration/modelling: Where the teacher is an expert in the calculation or mathematical approach.

-Teacher scaffolding: Where the teacher may give some form of support including models and images.

-Teacher as scribe: Where the teacher acts as scribe for the children’s ideas.

-Independent maths: Children will have regular practise at independent maths for a variety of different skills and purposes. This will encourage them to develop a love for maths and a confidence in the skills needed. They will also have independent maths opportunities when completing assessments (see assessment section).

-Group or paired maths: This allows children to share and discuss their ideas allowing for strategy, knowledge and confidence building.


Assessment (please refer to the School’s Assessment Policy and Feedback Policy)

Feedback is done throughout the lesson to effectively support the child and ensure accelerated progress is made. Assessments are used to inform future planning through same day interventions and daily planning.  (See Appendix 1 - Assessment Systems)



All pupils regardless of their needs are integrated into all Mathematics opportunities. Through individual pupil passports targets are set to accelerate their learning and access to the National curriculum. These targets are regularly reviewed and shared with the children so that they can aim to follow the programmes of study in the National curriculum.  The Teaching Assistants and appropriate resources are used to aid inclusion.



At Lilleshall Primary School we value all home school links and ask for support in learning number bonds and tables facts, learning the Key Instant Recall Facts for your child’s particular year group (these are sent home each term) and practising Minute Maths. There may be occasional other homework tasks covering a specific area of mathematics.  We believe that quality support in these areas is valuable to the child and will ensure progress.


Monitoring and Evaluation

The Senior Leadership Team and Subject Leader will observe every teacher teach, through lesson visits, at least once every academic year.  Any areas for development are followed up by the SLT in key stage meetings or individual support sessions as appropriate.


Book scrutinies are carried out by the SLT, Subject leaders and Teaching and Learning consultants and areas for development are followed up by the SLT in key stage meetings or individual support sessions as appropriate.


Lesson Study with colleagues from the same key stage is used to develop whole school areas for development.


Parent Information evenings are used to inform parents about the content of different curriculum areas to support their understanding of the work undertaken in schools by their children.


Governors are invited to be involved in all the above events and use this knowledge to report back to the governing body.


Policy approved by Governors

Signed  Head Teacher…………………………………………………..Date………………………………………….

Signed  Chair of Governors………………………………………….Date………………………………………….


Assessment Systems


Mathematics assessment grid with Breadth and Depth - this will be used for planning and one copy will be in the assessment folder, for each class.

The objectives jigsaw sheet will be placed in front of each child’s maths book; these will be half coloured in to reflect coverage and then children will colour the other half when they become secure with a particular objective. This will be informed by day to day work that the children produce and summative assessments.

Summative assessment

Y2 / Y6  - Past SAT papers

White Rose / Twinkl for Autumn / Spring – first half term guided group and 2nd half term as a test

Summer term – Twinkl / White Rose

Twinkl / White Rose tests will be used for an arithmetic score