Maths at KWPS
Subject Leader: Miss J Scott
What Maths Looks Like at KWPS:
EYFS: Maths is taught daily through a combination of structured adult-led sessions, continuous provision, practical, play-based learning. Children develop early number sense, counting, comparison, pattern and shape through stories, games, songs and real-life contexts.
KS1 & KS2: Maths is taught daily using a structured, progressive approach. Lessons include: clear modelling, guided practice, independent work, opportunities for reasoning and problem-solving. We place strong emphasis on fluency, conceptual understanding and application.
Use of Representations: Across all year groups, pupils use concrete, pictorial and abstract (CPA) representations such as: counters, arrays, bar models and number lines. This supports deep understanding and mathematical thinking.
Fluency & Practice: Fluency is developed through: daily retrieval practice, regular use of online platforms and targeted interventions where needed.
Inclusive/Adaptive Practice: Quality First Teaching and Maths Mastery are teaching and learning approaches that we use within a whole class teaching approach. We believe all children have the potential to succeed, and they should therefore have access to the same curriculum content. All pupils access the maths curriculum. Lessons are adapted and scaffolded to support all learners, while challenge is provided to deepen understanding for those working at greater depth.
The Intent of our Maths Curriculum
At Kirkham & Wesham Primary School, our mathematics curriculum is designed to be ambitious, inclusive and coherent, with clear progression from EYFS to Year 6. It ensures that all pupils develop a deep connected understanding of mathematical concepts over time.
We aim to develop confident, resilient mathematicians who can apply their knowledge fluently, reason mathematically and solve problems in a range of contexts. Our curriculum is designed to ensure all pupils, regardless of background or need, can achieve success in mathematics.
Mathematics is a key life skill, and we equip pupils with the knowledge and understanding they need to succeed both in school and beyond.
Inclusion and Accessibility
Our mathematics curriculum is designed to be accessible to all pupils. We are committed to ensuring that every child, regardless of need or background, can fully participate and succeed.
We meet our duties under the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 by:
- Adapting teaching to meet individual needs
- Using scaffolding and manipulatives to support understanding
- Providing targeted support where required
- Ensuring appropriate challenge for all pupils
The Implementation of our Maths Curriculum
Our mathematics curriculum is based on the National Curriculum and is carefully structured using White Rose Maths to ensure clear progression in knowledge and skills.
We follow the principles of Mastery Maths, supported by the NCETM, where concepts are taught in small, carefully sequenced steps. Pupils develop fluency before moving on, and reasoning and problem-solving are embedded throughout.
Teaching follows a concrete–pictorial–abstract (CPA) approach to support conceptual understanding. Pupils use manipulatives such as counters, base ten and place value charts before moving to pictorial and abstract representations.
Mathematical talk is prioritised, and pupils are encouraged to explain, justify and reason using precise mathematical vocabulary. Teachers use questioning and adaptive teaching to address misconceptions and provide appropriate challenge for all learners.
To support fluency in multiplication and division, we use NumberSense, helping pupils build confidence and automaticity with key number facts.
Assessment is used formatively to identify misconceptions and inform next steps in teaching.
While White Rose provides the structure, teachers adapt learning to meet the needs of pupils at Kirkham & Wesham Primary School.
Assessment
Assessment in mathematics is used to support teaching and ensure all pupils make progress.
Teachers use ongoing formative assessment during lessons through questioning, observation and pupil discussion to identify misconceptions and inform next steps in learning. This allows teaching to be adapted to meet the needs of all pupils.
Pupils complete end of unit assessments to check their understanding of taught content. In Key Stage 2, these are supported through LBQ (Learning by Questions), providing immediate feedback and helping to identify gaps in knowledge.
Summative assessments take place termly to monitor pupil progress over time. Assessment data is tracked using INSIGHT to support teacher judgements and identify pupils who may require additional support or challenge.
Progress is monitored through:
- pupil work in books
- teacher assessment
- pupil discussions
- assessment data
Assessment outcomes are shared with parents and carers during Parents’ Evenings and through end-of-year written reports.
Fluency and Recall
To support rapid and accurate recall, we use:
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Times Tables Rock Stars – from Year 2/3 onwards, focusing on multiplication and related division facts
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Numbots – primarily in EYFS and KS1 to secure number bonds and early calculation
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NumberSense - NumberSense is taught from Year 3 (Spring Term) This is to help children understand multiplication and division. This is then taught until children leave primary school.
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Learning by Questions (LbQ) – in Years 3–6 for retrieval, diagnosis of gaps, and targeted practice
These platforms support both in-school learning and home practice, and help teachers identify misconceptions quickly.
Teaching Approaches
Lessons include:
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explicit modelling and worked examples
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opportunities for reasoning and explanation
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varied questioning
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challenge tasks to deepen understanding
Pupils are encouraged to explain their thinking using correct mathematical vocabulary.
The Impact of our Maths Curriculum
The impact of our mathematics curriculum is that pupils:
- Recall key number facts with increasing fluency
- Solve problems with confidence and accuracy
- Explain their thinking using mathematical vocabulary
- Apply their knowledge in a range of contexts
Progress is monitored through:
- Ongoing teacher assessment
- Pupil discussions and questioning
- Book scrutiny and monitoring
By the end of Year 6, pupils are well prepared for the next stage of their education.
National Curriculum Aims for Maths
The National Curriculum aims to ensure that all pupils:
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become fluent in the fundamentals of mathematics
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reason mathematically
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can solve problems by applying their mathematics
Our maths curriculum at KWPS fully supports these aims and ensures progression for all learners.
Year 4 Multiplication Tables Check (MTC) Preparation
The Multiplication Tables Check (MTC) is a statutory assessment taken by pupils in Year 4.
How we prepare pupils:
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Daily fluency practice in class
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Regular use of Times Tables Rock Stars to build speed and accuracy
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Teaching multiplication and division as linked facts
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Emphasis on inverse relationships and checking strategies
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NumberSense will increase support with the teaching of the 11 & 12's XTables
Home Practice:
For realistic practice, we use:
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URBrainy https://urbrainy.com/mtc
This platform mirrors the exact format and timing of the statutory check, helping pupils feel confident and familiar with the assessment.
Parents are supported with guidance on how to help at home without adding pressure.
What is taught in each year group:
Our mathematics curriculum is carefully sequenced from EYFS to Year 6 to ensure progression in knowledge and skills. Each year builds on prior learning to develop fluency, reasoning and problem-solving skills. Please see the Mathematics Curriculum Overview below for full details of what is taught in each year group across the academic year.
Mathematics Curriculum Overview
The table below outlines the key areas of mathematics taught in each year group across the academic year. Learning is sequenced to build progressively on prior knowledge.
Our curriculum ensures that knowledge and skills build progressively across each year group.
For Full details, please see our Maths Progression Document below to see the progression of knowledge and skills.
If you would like more information about the Mathematics curriculum, please contact:
Miss J Scott – Mathematics Subject Leader
Enquiries can be made via the school office. Alternatively, you can speak to a member of the school team who will be happy to direct your enquiry.