School Maths Subject Lead – Mrs Guy

Mr Brooks – Maths Mastery teacher for North west Maths Hub 3

Mrs Bavin  – Early Years Maths Mastery teacher for North West Maths Hub 3



Welcome to Saints Peter and Paul Catholic Primary School Mathematics page. The following information explains how Mathematics is taught throughout the school.

As stated in the National Curriculum (2014), mathematics is,“…essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.”

Mathematics is a wonderful subject in which the children can develop important life skills, not only mathematically but problem solving and decision making too! As children grow into adulthood it becomes vital that they have mathematical skills – from reading a bus timetable to planning their budget.


At Saints Peter and Paul,  we believe in trying to make maths fun and exciting for our pupils whilst teaching them to become fluent in the fundamentals of mathematics. ‘Mistake friendly’ classrooms where children see mistakes as learning tools – there is an emphasis placed upon developing the power to ‘think’ rather than just the ‘do’. We aim for all our pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world. At Saints Peter and Paul, we wish to instil the mind-set in every child and staff member that everyone can do maths and that maths is for everyone! They are taught to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.


Our pupils are taught to 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.

We do this all through a Singapore Maths approach – White Rose Maths as well as using NCETM materials to support teaching and learning.

You may be wondering what Singapore Maths is all about, and with good reason.  This is a new kind of maths for you and your child.  What you may not know is that Singapore has led the world in maths mastery for over a decade; its students become competent and proficient mathematicians at very early ages.  Even better, they grow to be capable problem solvers who think mathematically with ease.


Singapore has become a “laboratory of maths teaching” by incorporating established international research into a highly effective teaching approach. With its emphasis on teaching pupils to solve problems, Singapore maths teaching is the envy of the world.

  • Singapore consistently top the international benchmarking studies for maths teaching.
  • A highly effective approach to teaching maths based on research and evidence.
  • Builds students’ mathematical fluency without the need for rote learning.
  • Introduces new concepts using Bruner’s Concrete Pictorial Abstract (CPA) approach.
  • Pupils learn to think mathematically as opposed to reciting formulas they don’t understand.
  • Teaches mental strategies to solve problems such as drawing a bar model.

Bar Modelling

Bar modelling is an essential maths mastery strategy. A Singapore-style of maths model, bar modelling allows pupils to draw and visualise mathematical concepts to solve problems. 

  • A versatile maths model strategy that can be used across a wide range of concepts and topics from Early Years and beyond.
  • Gives pupils a powerful and adaptable strategy for solving increasingly difficult problems.
  • Allows pupils to understand, on a conceptual level, what occurs when using complex formulas (for example, algebra).
  • Draws on the Concrete, Pictorial, Abstract approach.
  • Used extensively in Singapore-style maths mastery textbooks and workbooks.
  • Based on three pedagogical theorists — Bruner, Dienes, and Bishop.

Within each lesson, all children are given opportunities to use manipulatives, As they make progress in the lesson/topic, they move towards using pictorial and abstract representations for Mathematical concepts.

We are confident that this mastery based approach enthuses children about Maths and ensures they can master mathematical skills and concepts which enable them to continue learning as they progress through school.

Structure of lesson

Get ready

At the start of each lesson, key concepts are revisited to help build fluency. This is usually a set of four questions which build on previous learning. It also allows the children to revisit a variety of representations. Includes questions related to various lesson objectives as an introductory activity for pupils.

Main input

 In journals they record their ideas and are encouraged to describe methods and explain their thinking. As they progress through the school they evaluate more. These journals provide pupils with opportunities to show their understanding of the mathematical concepts learnt.

Lets Learn

This introduces new concepts through a Concrete, Pictorial, Abstract approach with the use of engaging pictures and manipulatives. Guided examples are provided for reinforcement. Teachers reinforce non-negotiable learning objectives through direct teaching

Guided Practice

This comprises of questions for further consolidation and for the immediate evaluation of pupils’ learning. Children complete tasks either independently, with a peer or collectively as a class. Discussion follows to encourage reasoning and mathematical fluency to be shown.


Pupils independently answer a range of questions directly related to the National Curriculum learning objective. These are arranged in a non- uniform way to allow for children to evidence their mastery of the mathematical concept being taught.

At Saints Peter and Paul we are teaching Singapore Maths to your child this year.  To discover what it’s all about and how you can help your child succeed click below to watch some online videos…

We now have Parent Videos available for you to view.


Maths in the Foundation Stage

The Early Years Framework is structured very differently to the National Curriculum as it is organised across 7 areas of learning rather than subject areas. ‘Development Matters’ (new Early Years Curriculum 2020) develops a strong grounding in number within the National Curriculum. These skills start in our 2 year old provision, ‘Little Saints’, and are found within the areas: Mathematics, Communication and Language and Physical Development. Our youngest learners are encouraged and given many opportunities to explore number. Our teachers do this through play, games and singing. In Little Saints, we aim for children to realise that not only objects, but anything can be counted including steps, claps or jumps.

Nursery and Reception

We follow Development Matters in our Early Years but we enhance this with planning and training from high quality CPD delivered through the Maths Hub which is led by the Three Saints Academy Trust, ensuring that staff receive the latest and most effective insight into developing maths pedagogy.

Our new approaches to maths involve planning using a ‘number a week’ approach and includes 8 core ideas in mathematics (problem solving, sets, pattern, counting and comparison, number operations, number and composition, measures and geometry).   For example, when learning about the number ‘3’ we look at 3p, 3 0’clock, 3rd, triangle and triangular prism, measuring using 3 cm, making patterns using 3 different resources etc.   We link all areas of learning to our number of the week and provide opportunities indoors and outdoors to practice such skills.  We link activities to real life situations and encourage children to have resilience and develop their exploratory, active and critical thinking skills.

The children in EYFS are taught to explain their reasoning and test their own understanding from very early on.  We strive for our pupils to master mathematics so that they can represent a concept or skill in multiple ways, have the mathematical language to communicate related ideas, and can independently apply the concept to new problems in unfamiliar situations.

Our teachers ensure that mathematical skills are taught every day in reception and given a priority in our nursery and 2 year old room. These principles build a secure foundation in maths to support transition into teaching maths in Year 1.

Maths Hub North West 3

As the Maths Hub National programme continues to grow Maths Hubs and NCETM are working hard to further develop how schools can engage with Maths Hubs, there is a greater clarification of each Maths Hub area and how it fits within the wider national picture.

Maths Hub NW3 works to provide the best possible support for schools in St Helens, Sefton, Liverpool, Knowsley and Wigan Local Authority Districts.

The work of Maths Hubs falls into three broad categories:

  • National Collaborative Projects, where all hubs work in a common way to address a programme priority area
  • Local projects, where hubs work independently on locally tailored projects to address the programme priorities
  • Innovation projects, where schools will trial innovative approaches before wider dissemination.

As we have been working with ‘Maths no Problem’ for the past twelve months, the pupils have really liked the format and deep learning they have acquired. This academic year we are now working with Maths Hub 3 to embed the mastery approach through ‘Maths No Problem’

School are taking part in

-Maths Reference group

-Early Years Maths Fluency

-Maths Intervention Training

-Maths and SEND training

For current maths attainment click here

Pupils Views

Here is a link for pupils to give their views of our maths curriculum.

click on the link to leave your views-

Further information

Key Stage 1:

The principal focus of mathematics teaching in Key Stage 1 is to ensure that our pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations (+, -, X and ÷), including with practical resources (for example, concrete objects and measuring tools). They will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They will use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

Long term plan overview by year group






Y6 LTP OVERVIEW                                                                                                

In Years 3 and 4 we teach our pupils to become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They will develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. 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. In Years 5 and 6 we ensure that pupils extend their understanding of the number system and place value to include larger integers. Pupils develop connections that are made between multiplication and division with fractions, decimals, percentages and ratio. 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.


Mental Mathematics Skills

The skill of mentally calculating is a priority within the teaching of mathematics. The children are taught quick methods to calculate, using facts that they already know. The children regularly practise these skills and we have a daily “Rock Star Times Tables” test which they approach enthusiastically, aiming to beat their previous score. (Y2 – Y6). Pupils in Y1 have number bonds recall tests.

Reasoning and Problem Solving   

This is a vital part of the children’s future lives. The children are taught to use their understanding and embed their knowledge of numbers by applying it through challenges and games. For example, once they can use column addition accurately, they are challenged to identify missing numbers from a given addition and explain how they worked out the missing numbers.

Written Calculations

We always encourage children to ask themselves if they can do a given calculation mentally first, however, there are some calculations which need a written method. The children in the foundation stage and KS1 use informal methods and jottings (including pictures and use of practical apparatus) to help them calculate. As they progress through the school more formal methods are introduced   for example the use of column addition/subtraction and the grid method progressing to short/long multiplication.


Take a look at the progression grids for each area of maths. The skills in each area are set out in year groups to show what pupils should know at each stage:

Place Value

Addition and Subtraction

Multiplication and Division


Ratio and Proportion


Geometry properties of shapes

Geometry position direction and movement





Each class also has access to I Pads. These skills include addition, subtraction, multiplication, division and place value. Once they have mastered the skills on a particular level and they have demonstrated these skills on three separate occasions they are introduced to the next level.


Mathletics is a wonderful resource which allows the children to consolidate their skills and compete against children in other parts of the world. It is a web site which the children have their own personal account and password to enter (both in school and at home).

We are aware that not all the children have access to internet/computer facilities at home, so Mathletics is offered during different times of the week.

Times Tables 

Children have access to Times Tables Rock Stars in school and at home. Times Table Rock Stars is a carefully sequenced programme of daily times tables practice. In addition to this, Years 2 – 6 use NCETM multiplication booklets in class which have been carefully designed to ensure progression. This enables our children to make connections between facts, for example, our children will learn 2s, 4s and 8s which allows them to recognise patterns and use known facts such as doubles.


Mathematics within other curriculum subjects


Within their science lessons our children apply their mathematical skills. They could be reading a scale (for example, temperature or length), using a chart or table to record information, representing their results in graphical form and will look for patterns in their results.


Our children will their understanding of co-ordinates during map reading, use their understanding of measure to compare geographical themes (for example, the difference in heights between different mountains, the difference in temperature between locations within the world).

History The understanding and use of Roman Numerals can be consolidated through our work in history. A historical context enables the children to add and subtract larger numbers in a meaningful context – for example, to work out how long a famous person lived, how long ago an event was.

Art and Design

Art is a fantastic medium for our children to reinforce their geometry skills. Looking at the pictures painted by famous artists (for example, Mondrian) helps the children identify shapes and patterns. Through observation drawing they can practise drawing two and three dimensional shapes.

Design Technology

There are opportunities for our children to use their mathematical skills when designing and making products, for example, measuring the length, width or height of their product or weighing when cooking.

“They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” (National Curriculum – Design Technology 2014).

Physical Education

Our children use their counting skills (how many jumps, skips etc in a given time), apply their understanding of time when using a timer, estimate and measure (how far someone has jumped or thrown a ball).


Our children can use different programmes to help them represent data, for example, from a science investigation and use the programme to represent this data as a graph. Using a variety of control programs reinforces and allows for the application of their skills in positional language and use of angles.

“To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.” (KS2 Computing objective 2014)


Our children will use their understanding of fractions, for example, through the use of quavers (half a beat). Mathematics is an important element of all of the children’s learning in school and an essential life skill.