At Wivelsfield, we foster positive can do attitudes and we promote an attitude of: ‘We can all do maths!’ We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through small steps. We encourage children to take risks and to build resilience through open-ended problem solving tasks. We want all children to experience the beauty, power and enjoyment of mathematics and to enable them to be equipped with the skills and knowledge to have an understanding of the wider world around them.



At Wivelsfield Primary School, we are committed to providing a motivating, challenging and comprehensive maths curriculum that is accessible to all and links the use of mathematics across a range of subjects, adding meaning to the learning of maths. Our whole school approach to the teaching and learning of maths involves the following:

  •          We are one year into a three- year Mastery Readiness project. This will ensure all staff understand and embrace the mastery approach and are confident using the Concrete, Pictorial and Abstract approach to teaching maths.
  •          To ensure whole consistency and progression, the school uses the White Rose Scheme of Work supplemented by the NCETM Primary Mastery Professional Development (PMPD) Spines. The PMPD Spines materials support teachers with their planning and unpicking of the small steps to ensure they plan and craft a well thought-out sequence of lessons.
  •          New concepts are shared within the context of an initial related problem, diagnostic questions, or misconceptions, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning.
  •          All children across the school have access to concrete resources to support and deepen their understanding as well as presented with the concept in a variety of ways, including different pictorial representations. Teachers use well-thought out questions to promote discussions whilst also valuing the questions posed by the children.
  •          The maths lesson is split in two. The first half mainly consists of discussion, representation and the opportunity to reason and practice the new skill through the use of concrete resources, whilst recording can be done either on white boards or books. At the end of the first half of the lesson, the teacher uses AFL strategies to identify which children have either misconceptions or are low in confidence. Rapid intervention will then take place during assembly.  The second half of the lesson gives children the opportunity to independently apply their learning through varied fluency, intelligent practice, investigations and reasoning problems. It is the expectation that all children have the opportunity to solve problems, reason and explain their thinking either verbally or through fully structured sentences.
  •          All classes use 5-a-day fluency session at an appropriate and convenient time. This provides children with a valuable opportunity to apply and consolidate new and old learning so they can become fluent with their maths. Furthermore, it also gives teachers another opportunity to work with children who might be struggling with a concept while allowing the teacher to assess the class, both as a cohort and individually, to inform future teaching points.


The impact of our mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is both fun and children develop an attitude of everyone can do maths. Furthermore, the children understand that it is OK to be ‘wrong’ because the journey to finding an answer is most important. The children will be able to demonstrate a quick recall of facts and will have the fluency to apply their maths into a range of contexts. Furthermore, children will be able to articulate their reasoning both orally and through their written descriptions in their books. Teachers will know the children are on track to meet the end of year expectations through the use of AFL strategies and summative tests.  Misconceptions or a lack of understanding of a skill or concept is quickly identified and same-day interventions are deployed.

Long Term Plans
These documents are from White Rose and are only an outline of the topics and the order in which they will be taught. Each teacher will use their professional judgment to decide if an area of mathematics will need to be explored for a longer period of time. Likewise, if the teacher believes that the class have certain gaps in their learning, this area of maths may well be taught sooner than stated on the original Long Term Plan.

 Progression of skills across the school taken from White Rose.
Calculation Policy