We aim  to develop a  culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress. Teaching implements a C.P.A. (concrete, pictorial, abstract) approach using White Rose planning units, inspired and informed by world-class research and global maths experts.
We develop children’s conceptual understanding enabling them to apply their skills to reason and problem-solve. Pre and post unit tasks are included at strategic points to gauge understanding and retention of key Maths concepts. In addition to our 5 Maths lessons, we practice arithmetic daily (4-a-day) to embed strategies for effective calculation.
By teaching for mastery, building confidence, resilience and a passion for maths, we endeavour to present the subject as an exciting adventure that everyone can enjoy, value and master!



Our mastery approach to the curriculum is designed to develop and embed children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.


Teaching and Learning, Content and Sequence


  • In school, we follow the national curriculum and use White Rose Maths as a guide to support teachers with their planning and assessment.


  • The White Rose calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. In addition to our 5 Maths lessons, we practice arithmetic daily (4-a-day) to embed strategies for effective calculation.


  • At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.


  • Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.


  • Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.


  • Children move through the different stages of their learning at their own pace.


  • Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity, to develop reasoning skills further. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.


  • Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.


  • Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.


  • Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.


  • A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence.


  • Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.


Leadership, Assessment and Feedback


  • Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at, with fluid boosting available within a ‘keep up not catch up’ culture.
  • Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
  • In order to support teacher judgments, children may be assessed using current and reliable tests in line with the national curriculum for maths. Gap analysis of any tests that the children complete is undertaken and fed into future planning. Summative assessments are completed three times per year.
  • The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with the SLT and assessment lead, key data is analysed, and regular feedback is provided, to inform on progress and future actions.




  • Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
  • Children show confidence in believing that they will achieve.
  • Each child achieves objectives (expected standard) for the year
  • The flexibility and fluidity to move between different contexts and representations of maths.
  • The chance to develop the ability to recognise relationships and make connections in maths lessons.
  • Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
  • Children show a high level of pride in the presentation and understanding of the work
Below are the yearly overviews for maths at St Peters: You will also find the Reception curriculum guidance attached.
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If you would like any extra informaton or guidance, please follow the link to the parent White Rose Maths page:
Maths Hub North West
We are currenlty part of a mastery training course as part of St Helens Maths Hub. After completing the mastery readiness stage we are now beginning our Teaching for Mastery work group with other schools in St Helens. This is part of St Peters drive to continually stay up to date with best practice and effective pedagogy.

Files to Download

St Peters C of E Primary School, Birley St, Newton-le-Willows, WA12 9UR