Home Page
Learning Together, Growing Stronger.














Intent, Implementation and Impact

Our mathematics vision is to deepen the children's mathematical understanding through a mastery approach.




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.




At Alwoodley Primary School, we aim to make children’s learning in mathematics relevant, practical, creative, exciting and engaging. Mathematics teaches children to calculate, communicate, reason and solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. We aim for children to achieve their fullest potential in this subject.


At Alwoodley we follow the White Rose Schemes for learning. We follow the long term plans (what we teach when) from White Rose Maths and use their small steps to create our own bespoke weekly plans.  

Our weekly planning is designed to include the following aspects:

  • CPA approaches.
  • Mastery embedded throughout.
  • The three main aims of the Maths National Curriculum being fulfilled.
  • Problem solving and reasoning embedded throughout the curriculum.
  • No child left behind approach.  
  • Digging Deeper activities for rapid graspers.



At Alwoodley our aim is to keep all the children working together at broadly the same pace by taking small steps in learning. This will in turn mean that we have more children achieving expected standard throughout school.

Our assessment in school is very robust and thorough which ensures that we can target support and fill gaps in learning where needed.  

  • Termly NFER assessments to back up and support our teacher assessments by giving a scaled score.
  • End of unit White Rose Assessments  which identifies gaps in learning and how the class have understood a specific unit. This will then give teachers specific objectives which need to be taught as part of our keeping Maths warm sessions. 
  • Day to day assessment - Teacher assessments through marking which assess expected standard objectives.





Implementation - Long Term Plans

Implementation - Year by year objective overviews

SMSC in Mathematics


Our maths lessons incorporate the key principles of teaching for mastery. We take the whole class through the mathematics in small steps to build deep understanding. We ask children to reason, discuss and connect their mathematics using mathematical vocabulary and a range of representations to show mathematical concepts and relationships. We expect children to develop fluency with their recall, and use of key number facts including addition pairs and multiplication facts. We challenge children by asking them to reason about and apply their mathematics, and to identify common errors and misconceptions.

The essence of Maths teaching for mastery

At Alwoodley we encourage our children to be a ....

Implementation - Mathematics in the Wider Curriculum

In Art Year 3 have been looking at the textile designer Orla Kiely. They have been looking at the techniques which designers use when printing. They looked at rotation, translation and reflection of shapes and pictures.

In Year 4, we have been exploring climographs in Geography. Our geography topic is mountains and we have been exploring the different climates on Mount Snowdon and Mount Everest.

Helping your child learn Maths at home

When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help pupils master the times tables. To be a Times Table Rock Star you need to answer any multiplication fact up to 12×12 in less than 3 seconds!


All children from Years 2 - 6 should now have a password and be using them at home and school. 


To begin with, if you need more than 10 seconds to answer questions correctly, you are a rock 'wannabe'.


You will climb up the ladder of rock stardom as you get quicker at answering questions accurately - so 6 seconds or less you will become a 'breakthrough artist' and at 4 seconds or less you will become a 'headliner'.


Your aim is to become a 'rock star' - you will achieve this when you can answer times tables questions correctly in 3 seconds or less. If your recall becomes even quicker you can become a 'rock hero' and, finally, a 'rock god'!


Pupil voice survey results:


Do pupils enjoy the subject?

  • Yes – 90% of pupils enjoy Maths and 97% want to do well in Maths


What do pupils particularly like doing?

  • TT Rockstars
  • Using the IPADs in maths
  • 88% of pupils like to be challenged in maths
  • 91% of pupils are proud of their maths work
  • 95% of pupils enjoy using manipulatives in maths

Mathematics in the Early Years


In Nursery and Reception, we ensure that children experience maths in all areas of learning. As children work and play, there are always opportunities to develop maths skills.

We learn about numbers and their value in so many different ways.
In Early Years, the children have fun learning about numbers as they sing number songs using puppets, books, numbers and mini world resources. 
Role play areas enable children to use maths in real life situations.




We use TenTown in Nursery through to year one. This is a scheme that introduces numbers 0 -21 by learning a story for each number and learning a rhyme to help us with number formation.



You can get involved as Parents at:

Little Big Maths


We also follow the scheme Little Big Maths in Reception. This scheme links to the Early Years curriculum and breaks it into achievable steps. This begins with getting children use to 'amounts' of objects, which leads to 'counting', then to 'learn it' which is done by fun games and songs. Finally we apply this to 'calculations' which is to understand additions, subtractions and multiplications. 

In Reception we use TenTown as our reward for doing WOW work.

Mathematics in Key Stage 1

Year 1

Maths - using the mirror to find the line of symmetry

Year 1 - Money problem solving

Year 1 ordering numbers

Year 1 - shape work

Year 1 - properties of 3d shapes

Year 1 - using tens frame to cross the 10 boundary

Year 2 - playing an odd and even game

Year 1 - Outdoor Maths! Solving missing number questions with Numicon.

Year 1 - using a bridge map!

Year 2 - Making equal groups for multiplication

Year 2 - Working on place value

Year 2 - using place value counters and tens frames to find number bonds to 100.

Year 2 - using a bar model to find a quarter of a number.



Mathematics in the Key Stage 2


Year 3 - place value work

Year 3 - Adding 100, 10 and 1 to a number

Year 3 - Diving for depth. Show me answers

Year 3 - Diving for depth activity

Year 3 - Place value diving for depth activity

Some of our Year Three children using multilink to make fractions equivalent to a half

Year 3 - addition using place value charts

Year 4 - finding the area

Year 4 - making fraction walls

Year 4 - dividing by 10

Year Four use Bridge Map for Roman Numerals

Children in Year Three made a poster to explain what perimeter is and what it is not

Year Four use multilink to calculate area

Maths in Year Five

Year 5 - equivalent fractions

Mathematics Curriculum Overview

If you have any questions regarding the curriculum we teach please contact the school directly.