Approach to Maths at St Lucia’s CE Primary and Nursery



Our aim of teaching mathematics at our school is to ensure that all children become fluent in the fundamentals of mathematics. This includes quick recall of number bonds and times tables through varied and frequent practice with conceptual understanding. All pupils are taught to develop efficient strategies for mental and written calculations which is clearly outlined within our school calculation policy.



The intention of the maths curriculum at St Lucia’s Primary School is that children are taught to become competent and independent mathematicians. The ‘concrete-pictorial-abstract approach’ to teaching maths is the underlying principle of Mathematics fluency. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.  Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.



At St Lucia’s Primary, we recognise that for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the White Rose Maths schemes of learning to ensure that the coverage for the year is completed. As a mixed age school, we use these plans to ensure that all objectives are covered for each year group and that we are planning to the three key principles to deepen children’s understanding.

  1. Conceptual understanding
  2. Language and communication
  3. Mathematical thinking

Within our scheme of learning, each strand of learning is broken down into fluency, reasoning and then problem solving; our teachers use these learning challenges to deepen the understanding of pupils within each year group. Our teaching staff uses this document in conjunction with a range of other useful resources such as our Concrete-Pictorial-Abstract calculation policy, concrete resources and White rose pictorial and abstract scheme.



Through moderation of planning, lessons and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate, and steps provided to ensure all pupils achieve and make progress.

Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. Formative assessment takes place daily and teachers adjust planning accordingly to meet the needs of their class.  The teaching of mathematics is monitored by leaders through lesson observations and book looks.