Aims

Our aim is for every pupil to become a confident mathematician demonstrating fluency and precision in recalling key mathematical facts. This strong foundation enables our pupils to reason logically and make thoughtful conjectures with mathematical accuracy across a range of varied contexts. Pupils learn to carefully select precise mathematical language and efficient problem-solving methods that showcase an adept understanding and depth of knowledge across mathematical concepts.

“Mathematics is, in its way, the poetry of logical ideas.” – Albert Einstein

Curriculum

We take a mastery approach to Maths across our school aiming to develop a deep understanding of Maths, involving fluency, variation and reasoning & problem-solving opportunities, all delivered through our consistent and embedded three-part model.  From Reception to Year 6, we have implemented our own Stivichall Curriculum which carefully develops the key strands and National Curriculum objectives into a spiral curriculum. This promotes a spaced and progressive approach enabling children to build on prior learning each term which is mapped in our long and medium-term plans.

Our deliberate focus on the three-part model and the delivery of content in small incremental steps supports the children’s depth of knowledge. This is further reinforced through frequent retrieval and rehearsal within our regular progress pauses. The implementation of our curriculum is also supported and supplemented by White Rose Maths content, Oak National Academy and the NCETM materials. This enables us to draw upon a range of ‘Mastery’ strengths that sit within our core principles, utilising effective mastery approaches such as metacognition, deliberate use of misconceptions, effective use of sentence stems, the precise use of mathematical language and oracy strategies to support the effective implementation of our Stivichall Curriculum.

We take a clear approach to developing both standard and non-standard maths by focusing on conceptual variation through non-standard examples and non-examples. This approach deepens children’s understanding and ensures that our children see maths in a multitude of varied representations enabling them to articulate mathematical processes and explain how answers are derived in a detailed and confident manner. Our focus on mathematical accuracy and precision in language is further supported by our collaboration with the Maths Origin Hub.

In Reception and Key Stage 1, we have incorporated the NCETM's Mastering Number Project to help all children build strong foundations in number sense. Weekly sessions are delivered with the aim of developing fluency in calculation, as well as confidence and flexibility with numbers by the end of KS1. This programme is complemented by a strong focus on oracy, supported by the Origin Maths Hub, helping children develop a rich, progressive and varied mathematical vocabulary. This enables them to reason, make conjectures and communicate their thinking with clarity and precision.  

To support with the embedded knowledge and recall of times tables, alongside quality first classroom teaching, we use Knights of the Times Tables and Times Tables Rockstars to assess pupil’s achievement and to encourage regular practice at home. 

All pupils participate in daily retrieval practice and half-termly arithmetic assessments to consolidate their prior learning and secure key facts and skills in their long-term memory. Our daily 5 a day allows us to revisit prior learning and support the retention of knowledge utilising interleaved and spaced practice to commit learning to our long-term memory. 

We also use progress pauses at the end of each taught strand of maths to revisit and reinforce previous learning and support the retention of learning within children’s long-term memory.  

Within our maths approach, our children in Key stage 2 engage in weekly lessons using Learning by Questions (LBQ) - a digital learning platform that allows children to independently move through live questions with personalised live feedback, fully aligned to our three-part model.  

Outcomes

By the end of their journey at Stivichall, our pupils are confident, articulate and resilient mathematicians. They leave us with a secure and fluent recall of core mathematical facts, the ability to apply knowledge flexibly and a deep conceptual understanding of number, pattern, shape and space. Pupils are equipped to reason logically, solve problems with confidence and communicate their mathematical thinking using precise vocabulary and clear, structured explanations. Through consistent exposure to varied representations, deliberate retrieval practice and mastery strategies embedded throughout our curriculum, children develop strong mathematical habits and metacognitive skills. They are able to approach unfamiliar problems with curiosity and confidence, selecting efficient methods and justifying their decisions with clarity. Ultimately, our pupils see mathematics not just as a subject, but as a way of thinking - a powerful tool for understanding the world around them.

Extending learning beyond school

At Stivichall Primary School, we believe that maths skills are strengthened through regular practice and real-life application. Supporting your child with maths at home does not need to be complicated - small, everyday activities can make a big difference. Below are some simple and effective ways you can help your child practise maths at home.

• Play board games or card games games like Snakes & Ladders, Uno, or cards can build number recognition, counting and strategy.
• Learning by Questions (LBQ) homework set by teachers
• Practise times tables use songs, apps (like Times Tables Rock Stars) or make your own flashcards.
• Use real money set up a toy shop or use coins to practise recognising values, adding totals or giving change. Add up prices when shopping.
• Telling the time talk about the clock during daily routines (e.g. "It’s 5 o'clock – time to feed the dog!").
• Bake together – follow recipes to explore measuring, weighing, time and fractions.
• Count and group objects use toys, buttons or pasta to practise counting, grouping and sharing (great for early division and multiplication). 
• Daily number challenges ask quick questions like “What’s double 6?” or “What’s 20 more than 35?”
• Younger children may benefit from further practice at home of writing digits correctly (forming the numbers the right way around). At school, children in Reception do this with pencils, crayons, paint, in sand and sometimes in mud outside!
• Look for patterns use wrapping paper, tiles or nature to spot and describe patterns and shapes.
• Estimate and measure compare lengths or weights using household items (e.g. “Which spoon is longer?” or “How many steps from the sofa to the door?”).
• Use maths websites or apps explore school-recommended platforms like Numbots, White Rose Maths or BBC Bitesize.

We thank you for your support in any practice you can help give your child at home.