When teaching mathematics at Christ Church, we intend to provide a curriculum which caters for the needs of all individuals and provides children with the necessary skills and knowledge for them to become confident and resilient when using maths in the future. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.


Every class from Y4 to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, we use Greater Depth questions which correlate to the White Rose lessons and further develops children’s understanding of a concept and the links between maths topics. We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths lessons.

We have Number of the Day activities in each class whereby children are set a maths task to ensure general maths knowledge and fluency are maintained and developed. Homework is set every week to consolidate the children’s understanding of a topic.

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Base10 and place value counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed at the end of each term. These results form discussions in termly Pupil Progress Meetings and update our school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.


Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables. At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.