Maths at St Paul's Catholic Primary School
Intent
Mathematics is essential in everyday life. We have a strong desire for all children to develop an ability to solve problems, reason, to think logically, and to work systematically and accurately– all valuable skills that help children to make sense of the world around them. At St. Paul's, we believe all children should enjoy their maths lessons and that all children can achieve in maths. Offering our children a rich and progressive mathematics curriculum is at the forefront of everything we do. We use a range of learning strategies to allow all our children access and enjoy maths and support them to become confident mathematicians who can use high-quality mathematical dialogue in the classroom. Throughout the school, we use our mastery curriculum to develop fluency and deepen thinking; moving through different representations of mathematical ideas so that our children see mathematics as an interconnected subject.
We want our children to see the importance and purpose mathematics has in our everyday lives.
Implementation in EYFS
In Reception class, we follow the Power Maths programme which is closely aligned to the White Rose Hub scheme. This provides a structured yet playful approach to learning mathematics. Each day begins with a short whole-class session where children explore a new maths idea using stories, songs, pictures and hands-on resources. Throughout the day, children continue their learning through adult-led activities and carefully planned play opportunities in both the indoor and outdoor provision. This approach allows children to practise and apply their skills in meaningful, enjoyable ways while adults support learning through questioning, modelling and encouraging mathematical talk.
We use Power Maths because it helps children develop a deep understanding of mathematical concepts from the very start. The programme introduces ideas in small, manageable steps and revisits them regularly, helping children build confidence and strong foundations in number. Power Maths places a strong emphasis on using practical resources, visual models and mathematical language, supporting children to explain their thinking and develop problem-solving skills. Following a week of exploration and play-based learning, children also complete a short, age-appropriate activity in their Power Maths workbook, allowing them to record their learning and demonstrate their understanding. As the year progresses, children move from working with numbers to 5 through to numbers to 20, as well as exploring shape, pattern and measure, ensuring they are well prepared for future learning and develop a positive attitude towards maths.
Implementation
At St Paul’s, we implement the White Rose Maths scheme as the foundation for our maths curriculum. White Rose Maths provides a structured, coherent, and cumulative approach to learning, enabling pupils to develop a deep understanding of mathematical concepts. The scheme emphasises mastery and fluency while promoting reasoning, problem-solving, and real-world applications of mathematics. Key aspects of our implementation:
Mastery Approach: White Rose Maths follows a mastery approach, ensuring that pupils fully grasp mathematical concepts before moving on. Lessons are designed to build on prior knowledge, with regular opportunities for consolidation and deeper exploration. Each block of learning covers key areas of mathematics in a logical sequence, allowing pupils to progress through small, manageable steps.
Fluency, Reasoning and Questioning :Every lesson within the White Rose Maths scheme focuses on developing fluency in mathematical skills, reasoning through exploration and questioning, and applying knowledge to problem solving situations. This three-pronged approach ensures that children not only understand mathematical concepts but are able to apply them in varied contexts.
Concrete-Pictorial-Abstract (CPA) Model: We use the CPA model to introduce and embed mathematical understanding. In most lessons, pupils first explore mathematical concepts using concrete manipulatives (e.g., counters, blocks), then represent these ideas pictorially, before moving on to more abstract methods such as question stems and symbols. This approach ensures that learners of all abilities build a solid conceptual understanding before moving on to more complex ideas.
Differentiation and Inclusion: White Rose Maths provides flexibility in teaching so that lessons can be adapted to meet the diverse needs of our pupils, including those with SEND and higher attainers. We use varied questioning, resources, and scaffolding to ensure that all children are challenged and supported appropriately. For pupils needing additional help, targeted interventions ( Power of 1 and 2 ) and same day reactive teaching are used to close gaps in understanding, ensuring that they remain on track with their learning.
Assessment for Learning: Regular formative assessments are embedded within our lessons to gauge pupils’ understanding and inform future teaching. Teachers use questioning and live marking to identify misconceptions early, enabling timely interventions.
Assessment
Assessment takes place at three connected levels: short-term, medium-term and long-term. These assessments are used to inform teaching in a continuous cycle of planning, teaching and assessment.
Impact
The impact of implementing White Rose Maths at St Paul’s is evident in our pupils' confidence, progress, and attainment in mathematics. By following a mastery approach, we have seen significant improvements in the depth of understanding and fluency in core mathematical concepts. Key impacts include:
Improved Mathematical Fluency: Pupils are developing strong number sense and fluency with key mathematical skills. This is reflected in their ability to recall number facts quickly and accurately, as well as their growing confidence in tackling calculations and mental maths. In years 1 – 6, the children complete a maths meeting when they come into class in the morning and these have been designed to revisit previous learning.
Deeper Conceptual Understanding: The use of the CPA model, coupled with regular opportunities to revisit and consolidate learning, has resulted in pupils beginning to develop a much deeper understanding of mathematical concepts. They are able to articulate their reasoning, make connections between topics, and apply their knowledge to solve complex problems.
Increased Problem-Solving Skills: Pupils are becoming more resilient and capable problem solvers. White Rose Maths encourages them to tackle problems with a systematic approach, promoting perseverance and creativity when faced with challenging tasks. This has led to an increase in pupils' confidence in applying their mathematical understanding in real-life situations.
Consistency and Progression: The White Rose Maths curriculum has provided us with a consistent framework across the school, ensuring that pupils experience continuity in their learning journey from year to year. This clear progression has contributed to improved outcomes at the end of key stage 2 with children meeting or exceeding national expectations.
Increased Enjoyment and Engagement: By making maths engaging, accessible, and relevant to real-world contexts, pupils have developed a positive attitude toward the subject. They approach lessons with enthusiasm, curiosity, and a willingness to challenge themselves.
