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Maths at Allens Croft



“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.”

 (The National Curriculum for Mathematics 2014)


At Allens Croft Primary School, we believe that Maths is a tool for everyday life. It is a whole network of concepts and relationships which provide a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. It also provides the materials and means for creating new imaginative worlds to explore.



At Allens Croft Primary School and Resource Base we aim to:

  • Develop a positive attitude to maths as an interesting and attractive subject in which children gain some success and pleasure.
  • Develop mathematical understanding through systematic direct teaching of appropriate learning objectives.
  • Encourage the effective use of maths as a tool in a wide range of activities within school,
  • Develop children’s ability to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary.
  • Develop an appreciation of relationships and connections.
  • Develop an ability to think clearly and logically with independence of thought and flexibility of mind.
  • Develop mathematical skills and knowledge and quick recall of basic facts.


Through the White Rose scheme of work, personalised to the children’s needs and our school’s ethos, we aim to enthuse and motivate pupils to instil key skills and knowledge required to solve problems that go beyond the classroom into adult life. Content taught is a balance between fluency, reasoning and problem solving within lessons and across units. Concrete manipulatives are used by staff and pupils to enable key understanding of Mathematical concepts and structures, such as Numicon, Base-10 and place value counters.  The Concrete – Pictorial – Abstract approach is used to support pupil learning and enable all pupils to ‘see’ Maths in a range of contexts.

In Early Years and Key Stage 1, pupils are taught the fundamentals and basic skills around numbers. We do this using the Number Sense scheme of work. This is a progressive scheme of basic skills which children are exposed to in a pictorial way. Prior knowledge and skills are built  upon each year progressively, allowing pupils to decisively apply new learning in a variety of contexts. We strive to enable pupils to develop a deep, secure understanding of the core concepts in Mathematics. In our school, we believe in the importance of developing resilient, determined Mathematicians who are confident to use their skills in the wider community.

We use Times Tables Rockstars to enhance our curriculum offer. Each half term, a homework pack with specially selected Maths activities get sent home for children to complete.


How do we achieve this?

Maths in the Early Years

The Foundation Stage is an integral part of the development of our young pupils. At Allens Croft Primary School and Resource Base, Maths is taught following the White Rose scheme, which is guided by the EYFS framework and supports work towards achieving the Early Learning Goals in Number and Numerical Patterns. 

In Maths, children are given opportunities to explore number and number patterns as practically as possible so that they gain a firm understanding of numbers and the number system. It is essential that the children develop these necessary building blocks in order to excel in Mathematics. 

Children are given opportunities to do this through exploring the value of numbers by: 

  • Using manipulatives such as Numicon, small counting objects, ten frames and counters
  • Counting forwards and backwards
  • Singing and chanting rhymes 
  • Stories
  • Games 

As well as this, children are provided opportunities for rich Maths discussions to ensure a sound understanding of Mathematical vocabulary.


What does success look like?


The following outcomes are a result of our Maths curriculum: 

  • All lessons have clear learning intentions, broken down into small steps to ensure all pupils make progress. Curriculum overviews and medium-term plans support the planning of teaching and learning.
  • Engaging Maths lessons are taught, with key vocabulary identified and used in meaningful discussions amongst pupils and adults.
  • Curious pupils are able to ask questions, with time given to explore and investigate concepts and ideas through collaboration.
  • Pupil voice is used, allowing pupils the opportunity to discuss their learning.
  • Pupils can apply their knowledge and skills independently, as evidenced by their work. 
  • Precise mathematical vocabulary is used at all times by staff and pupils – appropriate synonyms are available to support pupils’ understanding and use of language.
  • Appropriate resources are used to motivate and inspire pupils, fostering an excitement for Maths.
  • Opportunities used for retrieval of basic skills and prior learning (good morning work, mental oral starters, ‘Fluent in Five’, singing, chants and use of games or manipulatives).