Our Maths Curriculum


Kehelland Primary School aims to develop students who are confident and competent mathematicians, capable of using mathematical skills to solve problems in their daily lives and in future academic and career pursuits.

We are achieving this by having…

  1.     A focus on problem-solving: Mathematics should be taught in a way that emphasises its practical applications, with a focus on real-world problem-solving. Children should learn how to apply mathematical concepts and skills to solve problems in a range of contexts, from calculating the cost of a shopping trip to analysing data to inform decision-making.


  1.   An emphasis on understanding: children should be encouraged to develop a deep understanding of mathematical concepts, rather than just memorising formulas or procedures. This involves exploring the underlying principles behind mathematical operations, engaging in hands-on activities and investigations, and making connections between different mathematical concepts.


  1.   A commitment to inclusivity: All children should be supported to succeed in mathematics, regardless of their background or abilities. Teachers use a variety of teaching strategies and resources to ensure that all students can engage with the subject and make progress.


  1.   A focus on collaboration: Mathematics is a subject that lends itself well to collaborative learning, with pupils working together to solve problems and share ideas. Teachers create opportunities for children to work in pairs or groups, fostering communication and collaboration skills alongside mathematical learning.


  1.   A commitment to ongoing assessment and feedback: Teachers regularly assess student progress and provide feedback that supports ongoing learning and growth. This could involve a mix of formative and summative assessments, as well as ongoing observations of student learning and engagement.

By embracing these elements, our mathematics curriculum provides children with the tools they need to become confident and capable mathematicians, setting them up for success in their future academic and professional pursuits.


We implement the following procedures in order to achieve desired outcomes.

At Kehelland we have a good understand of how ‘mastery’ should be taught and how it looks in books and ultimately in the children themselves. We are working on improving our skills further by both teachers and teaching assistants undergoing regular training and updating our knowledge and skills. We encourage rapid recall of known facts in all 4 calculations with the building blocks of this starting in the foundation stage with verbal and practical demonstration of skills and understanding. 
KS1 uses Mastering Number. This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
From year 1 onwards we use weekly times tables tests and arithmetic tests in the form of ‘Popcorn’ maths that include missing numbers and equals on the opposite sides to encourage depth of understanding.

From year 2 onwards we use the online programme of ‘Times Tables Rockstars’ to improve fluency and speed of recalling multiplication and division facts, helping to prepare the year 4’s for the curriculum Check starting in 2020. There are also weekly timed tests that work alongside. In this, the children earn rewards in the form of coins to upgrade their avatar as they move on and improve. They can also play along to music if they wish. They can be set challenges where they play against each other or other schools in a ‘stadium’ mode as well as independent practice that is automatically regulated and adjusted. Children are moved on when they are ready and have reached a required speed. We encourage the use of this at school, home, before and after school where possible.


The children at Kehelland school are extremely positive about Maths. 
Year 6 pupil - " I love that not so long ago people were sharpening tools and couldn't solve complex problems! Look at us now, we can do anything! Maths is brilliant because it can take you to places that you might never look and make you think in a different way!" 
year 5 - " I really enjoy working with a buddy and solving problems together."
year 4- "Maths is awesome, we always make learning fun!"
year 3 - "I love the really tricky problems, I can't always solve them but I like to think about what I already know and how that can help me."
year 2 - "I LOVE the twist questions because they challenge me, I think a challenge is good because you can always get a bit better each time."
year 1 - "I know how to use my ruler when I am stuck, my ruler can help my brain do anything!"
Our EYFS curriculum 
EYFS (Early Years Foundation Stage) maths is a crucial aspect of a child's early development, focusing on mathematical concepts and skills that are essential for their future learning. The EYFS maths curriculum is designed to enable children to explore and develop their understanding of numbers, shapes, space, and measure through play-based learning activities. Through practical experiences and active exploration, children are encouraged to develop a love of maths and an enthusiasm for problem-solving. The EYFS maths curriculum also places emphasis on developing children's communication, language, and literacy skills, as they learn to use mathematical language to describe and discuss their thinking. By providing a strong foundation in maths during the early years, children are better equipped to succeed in their future education and in everyday life
Our Curriculum 
  • Organises learning into sequences of learning made up of 'small steps'.
  • Enables children to embed learning by revisiting maths topics on a weekly basis throughout the year.
  • Specific fluency focus each week to ensure declarative knowledge is revisited and recalled. 
  • Declarative knowledge is dripped throughout units. 
Our planning process 
We follow a long term plan to ensure coverage of the national curriculum. Our classes are mixed age and we teach the children together, through small groups, in year groups or through 1:1 support. Our teaching method depends on the maths unit and individual needs of the children. 
We revisit maths topics through our fluency, our one focus per week  ensures all of our children are mastering key concepts and procedures.
Each class displays learning objectives through a pyramid.  Teachers use their formative assessment and prior knowledge to adapt the small steps taken from White Rose to fit the needs of the class. The children are aware they have to master each small step to move on or else the pyramid crumbles. 
What happens if my child starts part way through a year?
Teachers will quickly and accurately assess their mathematical ability and provide learning to support them. We offer same day interventions to ensure gaps are plugged and children feel confident when grappling with mathematical concepts. 
Our lesson structure
1. Each class starts with feedback, this allows the teacher to address any misconceptions after marking books and encourages the children to recap on prior learning. 
2.   Fluency of basic skills/knowledge to prepare and activate brains!
3.Direct teaching of a new skill, concept, procedure or piece of declarative knowledge. 
4.  Independent practice. This gives the children a chance to demonstrate their understanding. The teacher can stretch and support as needed. 
5. Fast forward and assessment. The teacher will feedback to children about their learning and assess how well the lesson has gone. Teachers will congratulate success, highlight misconceptions and link this to the next step in their learning, which is the next lesson.  We use a multitude of formative assessment during this time such as questioning,  Plickers, Showbie and Socrative. 
Worksheet design 
There are five questions that the children attempt these can be adapted to ensure a child feels a sense of achievement and pride in their learning - every child is an amazing mathematician! 
Questions here will focus on the new skill that was explicitly modelled and taught. It links with the pyramid plan and can have concrete or pictorial elements to it. This helps children to master their learning and build a growth mindset!
Allows children to begin to challenge themselves. Scaffolding will start to be removed and the question worded in a different way. This allows the child to fully immerse themselves in each topic. Looking at possibilities from different angles. 
Dive deep/ Dive deeper/ Dive deepest
These questions offer children the opportunity to find multiple possibilities, engage with reasoning  and problem solving questions, use strategies they are familiar with in new and exciting contexts, deepen their conceptual understanding, strengthen peer work and explore and interpret patterns relationships and procedures. 
Our Working Walls
Visual Learning: Working walls provide a visual reference for the children, making abstract mathematical concepts more concrete and accessible. They can see, touch and interact with the information, which aids understanding.
Scaffolding Learning: Working walls are used to scaffold learning by displaying key concepts, strategies and examples related to the current topic. This helps the children build on their existing knowledge and connect new information to what they already know.
Promoting Independent Learning: Working walls encourage the children to become independent learners. They can refer to the wall when they encounter challenges by looking at the modelling section reducing the need for teacher intervention. They also go to the challenge section when they have finished their learning for that lesson.
Language Development: Mathematics involves a specific vocabulary and working walls can help pupils develop their mathematical language skills. Key terms, definitions and examples are displayed, helping the children use the correct terminology.
Continuous Reference: Working walls are dynamic, with information changing as new topics are introduced. This provides a continuous reference point throughout the school year, allowing the children to revisit and reinforce previously learned concepts.
Adaptation: Teachers can tailor working walls to meet the needs of individual students or groups. For example, they include both year groups desired outcomes and goals.
Mathematical Thinking and Problem Solving: Working walls can feature problem-solving strategies, diagrams, and visual representations that encourage the children to think critically and solve mathematical problems effectively. These are called our challenge sections.
Classroom Organisation: Working walls help organise the classroom environment. When everything is in one place, it's easier for children to find resources and materials related to their current maths unit.
Challenge: In KS2 and KS1 we use IseeReasoning to provide the children with open ended problems where they can tackle problems that allow them to explore new concepts or questions. 
In summary, working walls at Kehelland serve as a powerful teaching and learning tool. They provide a visual and interactive framework that supports the children's understanding, encourages independence, and reinforces mathematical concepts and language. They are a valuable resource for both teachers and children throughout the learning process.
Our calculation policy 
Our calculation policy allows for the following; 
  1. Consistency: Our calculation policy helps ensure that teachers are teaching mathematical concepts and techniques consistently. This consistency is important because it allows students to build a solid foundation in mathematics without encountering conflicting methods or approaches.

  2. Progression of Skills: Our calculation policy outlines the progression of mathematical skills in the four operations and concepts that students should learn as they move through primary school. It provides a clear roadmap for what students should know, helping to ensure that students are appropriately challenged as they advance.

  3. Student Confidence: Knowing that there is a consistent and structured approach to mathematics instruction can boost students' confidence in their maths abilities. When students understand the methods and techniques being taught, they are more likely to feel capable and motivated to tackle mathematical problems.

  4. Long-Term Success: A strong foundation in mathematics is essential for success in more advanced maths topics children will encounter as they move through the school and then move on to Secondary school. 

How can I support my child's mathematical development at home? 
At Kehelland we thrive on having positive relationships with our parents. Parents can make an appointment with their child's teacher to ask questions at any point during the year.
Any parents are welcome to contact Miss Lewis (Maths Lead) for any advice or queries! Her email is mlewis@kehelland.tpacademytrust.org 
Here are some apps or games that may be beneficial to try
TTrockstars (free download and children have a log in from school)
Squeebles - here is some handy information about this app. KeyStageFun | Squeebles Maths Race 
Hit the Button 

Perfect for helping your child get their heads round the basics in an engaging way, Hit the Button is an interactive maths game with quickfire questions on:

  • Number bonds
  • Times tables
  • Doubling and halving
  • Multiples
  • Division facts
  • Square numbers

The games work against the clock so are great for developing your child’s mental maths skills at primary school.  Hit the Button - Quick fire maths practise for 6-11 year olds (topmarks.co.uk) 

Maths opportunities in Kehelland.
- Nexus school visits
 -Maths club 
- SATS club
- Learning club
Have a look at our Autumn sequencing document for each class.