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Maths at St Mark’s


Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It 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.


The National Curriculum



Key concepts and big ideas

  • Resilience to problem solve combining previously learnt knowledge, rules, techniques skills and concepts to find a solution to a problem
  • Maths for life - economic stability and understanding of the world of finance
  • Fostering curiosity of the word of Maths 



The intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum.


For Maths, our long term planning follows the National Curriculum 2014. Medium term plans follow the White Rose Maths hub and include reasoning and problem solving throughout. Short term planning includes provision made for children with SEND, so their needs are met fully.


Fluency is a key part of all Maths teaching. A fluency progression map ensures that the elements of Maths that children need to have automaticity in are taught strategically. Times tables are also given a high profile across the school and strategies are in place to support children in their learning of them.


By using a variety of planning resources we believe that we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children.


 Using prior knowledge as a starting point for all future planning and teaching, we plan lessons which are required for all pupils to make good progress. Entry and exit checks are used to ensure children receive bespoke teaching, tailored to their needs. Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time. 


Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels. - We place a large emphasis on pupil engagement and design lessons which involve all pupils using questioning and modelling at the centre of every lesson. 



A mathematical concept or skill has been 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 demonstrate quick recall of facts and procedures. This includes the recollection of the times tables. 
  • The flexibility and fluidity to move between different contexts and representations of mathematics. 
  • The ability to recognise relationships and make connections in mathematics. - Children show confidence in believing that they will achieve. 
  • Children show a high level of pride in the presentation and understanding of the work.


Times Tables Progression Document

Maths Progression of Problem Solving Skills EYFS & KS1

Maths Progression of Problem Solving Skills Primary KS2

Maths Progression of Problem Solving Skills Primary KS2

Maths Calculations and Representations Policy