St George's CE Primary School


The subject leader for mathematics is Mr. Rowlands.

The new National Curriculum is written with three core aims:

Fluency, Reasoning and Problem Solving.


Children need to develop a mastery of mathematics rather than achieving the next objective year on year. The curriculum is written so that children can strengthen deeper understanding and apply knowledge into different contexts within the field of mathematics.

 They will work through objectives throughout KS1 and KS2 covering

  • Number, The 4 Operations & Fractions
  • Measure, Geometry, Statistics, Ratio and Algebra

Depth of Mathematical Learning


Mathematics | Duke Street Primary School In order to understand the way children are now being taught it might be helpful to think of this diving picture.

The picture represents depths of learning:

  • Basic – The children gain the first level of understanding and with support and/or structure, are able to achieve the learning objective.
  • Advanced – Children’s understanding deepens so that with prompts or the use of success criteria, the children are able to achieve the learning objective with greater independence and deeper understanding
  • Deep – Children show a deep understanding and are able to apply their knowledge independently, in a variety of different contexts.



Fluency is made up of three main parts: efficiency, accuracy and flexibility.

To increase fluency children should become proficient at:

  • Learning times table facts,
  • Division facts,
  • Doubles and halves,
  • Number bonds to 10, 20, 100 and 1000
  • Addition and Subtraction of two digit numbers mentally

There are many other numbers facts which help but it is vital that children learn how to apply these facts to other problems within mathematics.



To be able to reason children should be able to conjecture and offer a proof and explanation of their ideas. They should be able to form links between mathematical ideas and be able to apply and test these.

Problem Solving

 Problem solving tasks are rich tasks.  This means they are problems which have multiple answers or different strategies to solve them.  They are not a simple closed question.  They may have several steps to complete in order to find the answer.  They may use several different elements of mathematics and they are suitable for any ability level.


Click HERE to see our Maths policy

Click HERE to see the progression of skills document we follow from White Rose Maths


Our Calculation Policy

 The teaching of the four operations (addition, subtraction, multiplication and division), follow our calculation policy. This policy is designed to ensure the children develop a deep understanding and fluency in applying a range of strategies through the use of a range of equipment, informal and more formal methods of calculation as they move through KS1 and KS2.


Below is an updated version of the calculation policy targeted specifically at helping parents understand methods of calculation for KS2 SATS.

If there are any questions regarding this, please don't hesitate to ask Mr. Rowlands.

Below, we have uploaded a Year 6 Fractions policy to help with understanding of what is needed by the end of KS2.