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Tudor Primary School


 Maths Intent




We believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which prepares them for everyday life and future employment. It enables children to understand relationships and patterns in both number and space in the world around them

The aim of our mathematics curriculum is for  :

  • Children to become confident, competent and independent mathematicians.
  • Become fluent in the fundamentals of mathematics through varied and frequent practice so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • To reason and problem solve by applying mathematics to a variety of increasingly complex problems.
  • Develop children’s ability to articulate, discuss and explain their thinking using appropriate mathematical vocabulary.
  • Instilling the belief that anyone can achieve in mathematics.
  • Delivering an inspiring and engaging mathematics curriculum which sparks curiosity and excitement and nurtures confidence in maths.
  • To understand a wide range of mathematical vocabulary




Planning in mathematics is in line with the structures and recommendations outlined in the National Curriculum Programmes of Study. To ensure full topic coverage, the school uses ‘White Rose Maths’. This is a whole-school primary maths curriculum that links directly to the Primary National Curriculum and creates continuity and progression in the teaching of mathematics


 We implement our approach through high quality teaching delivering appropriately challenging work for all individuals.A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable.To support us, we have a range of mathematical resources in classrooms including Numicon, (concrete equipment). Children use concrete equipment, images and diagrams to support them in answering 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.  They are taught to explain their choice of methods and develop their mathematical reasoning skills. Pupils explore maths in depth, using mathematical vocabulary to reason and explain their workings.







In Early Years, Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure. At Tudor primary school, white rose early maths activities  are used  in all areas of learning  to ensure children have ongoing opportunities to access Maths at all times. Practitioners are focused on making mathematics engaging and exciting and activities are linked to the core text. Practitioners offer a balance of child initiated and adult led learning using continuous play and small group activities. Activities are multi-sensory and ‘hands on’ – providing the opportunity for children to explore and develop their thought process, which enables children to become excellent problem solvers. Practitioners have high expectations and ensure there is no limit to a child’s learning experience.



Key Stage 1 and Key Stage 2


In Key Stage 1 and Key Stage 2 children are taught:


  • Daily maths lessons include fluency, reasoning and problem solving.
  • Once a week, there will be a arithmetic/reasoning lesson
  • Teachers use concrete, pictorial and abstract (CPA) methods to teach maths.
  • Concrete manipulatives are audited regularly so that children have materials of high quality and accuracy to support their learning.
  • Lessons may be personalised and differentiated to address the individual needs and requirements for a class but coverage is maintained.


In maths lessons all children are expected to succeed and make progress from their starting points.Teachers teach the skills needed to succeed in mathematics to the  differing abilities of the children  through the use of Rosenshine’s principles of  modelling, questioning, scaffolds  and revisiting  concepts .

Children who grasp ideas quickly and confidently will be challenged through more demanding problems which deepen their knowledge of the content. Where children are struggling, they will receive extra support.






The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts.Ongoing assessment takes place in maths through formative assessment , low stake quizzes ,questioning and  through the children’s books. In addition to this,every half term pupils are assessed  using PIXL (Whole school assessment programme).

 At the end of the academic year , a summative judgement is given  linked to the level that they have achieved in  maths.


By the end of  each year , children :


  •  Are fluent, competent and efficient mathematicians  for their age  .
  • Have the ability to recall facts and procedures, including the recollection of times tables for their year group .
  • Have the ability to clearly explain their reasoning and justify their thought processes.
  • Be confident to choose the strategy that is best suited to solve a problem.
  • Talk enthusiastically about maths  and can articulate their learning
  • Understand and use the correct mathematical vocabulary
  • Have a positive attitude towards their maths lessons and their learning