At St Joseph’s, we aim to provide high-quality mathematics education to all our pupils. Our mathematics approach supports our key aim to enable our pupils to be confident, independent and enthusiastic mathematicians. Our mathematics curriculum has been specifically designed to ensure regular opportunities for consolidation to identify recalled knowledge and immediately address gaps. Most crucially, our curriculum aims to guarantee continued progression through year groups and key stages. We strive to empower our pupils by equipping them with the key skills necessary to allow them to go deeper into their mathematics learning, developing strong reasoning and problem-solving skills. Moreover, we intend to give our pupils the opportunity to appreciate mathematics in its wider, real-life context and to be able to apply their mathematics skills beyond school life. Through the teaching of mathematics, we also develop pupils’ reading skills.


The overarching aim for our Mathematics curriculum is to develop pupils’ mathematical fluency, reasoning and understanding skills. Pupils are taught to apply arithmetic fluently to real-life problems.

• Ensure all pupils are fluent in the fundamentals of mathematics.
• Ensure all pupils can reason mathematically using mathematical language.
• Ensure all pupils can solve mathematical problems.


At St Joseph’s Catholic Primary School, we follow the National Curriculum. The mathematics curriculum has been planned to be sequential and coherent. It is progressive, so it builds on pupils’ previous knowledge and skills. Skills are embedded and, therefore, can be transferred in a variety of contexts. The curriculum has been designed in this way, so knowledge is secure in pupils’ long term memory.

Our curriculum incorporates using the ‘concrete, pictorial and abstract’ (CPA) approach, where pupils learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols equals sign. Lessons and activities are taught using problem-solving approaches to encourage pupils’ higher-level thinking. Whilst tasks are accessible to pupils, they also contain challenging components. There is a sharp focus on teaching mathematics for mastery, and the curriculum is designed to improve the mathematics confidence of the learners. It is presented in varied ways to encourage pupils to think about maths, deepening pupils’ understanding and revealing misconceptions.

Concrete Pictorial Abstract Approach

Mastery Factsheet

Pupils have daily mathematics lessons, which reinforce mathematical fluency, understanding and reasoning.

Our curriculum incorporates the use of resources, problem-solving and group work.  There is a sharp focus on teaching mathematics for mastery, and the series is designed to improve the mathematics confidence of the learners.

The school follows the National Curriculum and uses the mastery approach to teaching mathematics. The whole class works through the programme of study simultaneously with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years. This has been tailored to support the needs of the pupils at St Joseph’s. It is also supplemented with a range of resources, including Maths No Problem,White Rose Maths, NCETM and NRICH.

Long Term Planning

The long term plans show the topics that will be covered over each year group. Each topic then has a medium-term plan which shows the key learning objectives that are taught.

Foundation 1 Mathematics Curriculum Map

Foundation 2 Mathematics Curriculum Map

Year 1 Maths Curriculum Map

Year 2 Maths Curriculum Map

Year 3 Maths Curriculum Map

Year 4 Maths Curriculum Map

Year 5 Maths Curriculum Map

Year 6 Maths Curriculum Map

The school has a consistent approach to teaching formal written methods across the school. This fulfils the National Curriculum requirements whilst incorporating the ‘concrete, pictorial and abstract approach and the ‘mastery’ approach. There is a clear progression to how these are taught across the year groups to secure these skills in the pupils’ long term memory.

Calculation Policy

The medium-term plans and the Written Calculation Progression document are used to plan and deliver daily mathematics lessons, reinforcing mathematical fluency, understanding and reasoning.

The Structure of a Typical Mathematics Lesson at St Joseph’s Catholic Primary School

Next Step Question – The pupils answer a next-step question and make corrections to their work from the previous day.

Daily Fluency – the children complete an addition, subtraction, multiplication, division and fractions question each day. This helps the pupil to develop their arithmetic skills and for these to embed in their long term memory. These also address gaps in learning; revisit mental strategies; embed vocabulary; reiterate units of measure and provide opportunities to apply learning to problem-solving.

Times Table Practice – the children complete a multiplication recall speed test in 3 to 5 minutes.

In Focus – The learning for the day is practically introduced to the pupils. Questioning encourages reasoning.

Guided Practice – The pupils work through questions together, modelled by the teacher.

Independent Work – The pupils independently work through a series of questions at their own pace.

Mastery Questions – The pupils answer questions and apply their knowledge to deepen their learning.


Maths homework predominately focuses on developing the pupils’ mental and written calculation skills and learning their times tables. Work is also set that links to the current topic in class, e.g. shape work, to support learning in school.

The pupils have access to Times Tables Rock Stars and My Maths which are both online Maths resources.

Progression of skills

Documents below detail the knowledge and skills that pupils will gain at each stage of the curriculum.

EYFS Progression of Skills: Number and Place Value

Progression of skills: Number and Place Value

EYFS Progression of Skills: Addition and Subtraction

Progression of skills: Addition and Subtraction

Progression of skills: Multiplication and Division

Progression of Skills: Fractions, Decimals and Percentages

Progression of Skills: Statistics

Progression of skills: Ratio, Proportion and Algebra

Progression of Skills: Geometry, Properties of Shape

Progression of Skills: Measurements

Progression of Skills: Geometry, Position and Direction

Programme of Vocabulary

Whole School Vocabulary Progression

Early Years Foundation Stage Vocabulary

Year 1 Vocabulary

Year 2 Vocabulary

Year 3 Vocabulary

Year 4 Vocabulary

Year 5. Vocabulary

Year 6 Vocabulary

Programme of Study

Documents below show the statutory (and non-statutory) requirements for mathematics in each year group.

Year 1 Programme of Study

Year 2 Programme of Study

Year 3 Programme of Study

Year 4 Programme of Study

Year 5 Programme of Study

Year 6 Programme of Study


Formative and summative assessments are carried out in mathematics throughout the year to inform staff of progress. They take place in the following ways:

  1. Reported – SATs at the end of Year 2 & Year 6.
  1. Summative/diagnostic testing: Maths No Problem end of topic/unit Reviews; White Rose termly progress test assessments; NFER end of year tests.
  1. Formative/ongoing assessments: See Marking, Assessment & Feedback Policy.
  1. Prior & Post learning – informs future planning, demonstrates progress in books, celebrates effort and achievement.
  1. Target Tracker is used to tracking progress and is updated half termly.


  1. In-house.
  2. Cross-school.
  3. Local Authority

All of the above will be monitored and discussed during pupil progress meetings.


By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  Please see below:

End Points

The Year 1 Learner

The Year 2 Learner

The Year 3 Learner

The Year 4 Learner

The Year 5 Learner

The Year 6 Learner

Parents Guides

National Curriculum Glossary