Learning  »  Curriculum  »  Subjects  »  Maths


The National Curriculum for mathematics 2014 has three overarching aims. To ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


Here at Pool, we believe that our maths curriculum will nurture a love for maths through a secure knowledge of key skills. We believe that Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.

Through our cornerstone Christian values, we aim to:


Mathematics 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. We aim to support children to achieve economic well-being and equip them with a range of computational skills and the ability to solve problems in a variety of contexts.

At Pool, children are encouraged to make mistakes in a safe and supportive environment. They are supported to discuss these misconceptions with their peers and staff alike. Here at Pool, we place oracy at the heart of our learning through shared work and class discussions. Use of appropriate vocabulary is modelled throughout lessons by both staff and children, allowing everyone to ‘talk like a mathematician’. Once a child can articulate their understanding of a concept, they can truly begin to make connections within their learning.

At our school, the majority of children will be taught the content from their year group only. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways.

Key principles

The content and principles of our mathematics curriculum are underpinned by the NCETM’s 5 big ideas.


Teaching and Learning, Content and Sequence


In school we ensure we follow ‘The National Curriculum programmes of study for Mathematics 2014’ and, The EYFS Framework – Number and Numerical Patterns. We also incorporate the 2020 non-statutory ‘Ready to Progress’ guidance and Development Matters.

As a school we use:

  • The White Rose Maths scheme of learning as a guide for small steps in learning.

This is supplemented and supported by high quality resources inclusive of:

  • NCETM teaching for Mastery
  • Nrich (problem solving schools resources)
  • Classroom Secrets

The calculation policy, integrated with the White Rose Calculation Policy for Addition/Subtraction and Multiplication and Division is used within school to ensure a consistent approach to teaching the four operations over time.


Mathematics EYFS Statutory Educational Programme:

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

Numicon and Multi-Sensory

Maths Multi-Sensory Maths
The Multi-Sensory approach to maths uses a wide range of practical equipment to give your child a greater understanding of number ideas and relationships. This proves to be essential for success in maths.
Numicon, other practical resources and visual images are an active part of children's learning in school.

What is Numicon?
‘Numicon is a maths teaching programme that uses a series of structured images to represent numbers. Children enjoy the numicon approach, which plays to their strong sense of pattern’ www.numicon.com

All classes in EYFS and KS1/LKS2 have a Multi-Sensory Maths area – this may include Numicon or other mathematical equipment. The children have continual access to the challenge areas throughout the day and are encouraged to independently choose maths equipment wherever possible. Numicon is also featured in the school’s Calculation Policy.

Times Tables Rockstars

To develop mental skills we take part in TTRS every morning. The children have made huge improvements in mental fluency since we started using this programme. 

What is TT Rockstars?
In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.

Each of the five, daily, challenges concentrate on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practiced every third week or so.

This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 7 years in over 4500 schools - both primary and secondary - worldwide.

What are the benefits of TT Rockstars?

  • Incorrect answers are immediately corrected, so the children start to associate the correct answer to every question.

  • When playing online, the website works out which times tables facts each child is consistently taking longer to answer and then it gradually starts to present these facts more frequently until the children have mastered them. 

Follow the link below, to find out more.

Pool-in-Wharfedale CE Primary School Arthington Lane, Pool-in-Wharfedale, Otley, LS21 1LG