Our Maths Curriculum

St Paul’s C.E. Primary School

Maths curriculum statement 2020 - 2021



At St Paul’s CE our primary intent is to create a love of maths and a wanting to solve problems for fun as well as purpose.  We want our children to have a sense of enjoyment and curiosity about the subject. 

The 2014 National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their Mathematics


At St Paul’s these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts.


We develop children’s:

  • Fluency with number including knowing age appropriate number facts and the ability to use them in a variety of contexts
  • Fluency in their choice of strategy for solving calculations and when problem solving
  • Flexibility in the models they choose
  • Ability to solve problems using the facts and strategies that they know
  • Ability to reason about the maths that they use


We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically.  To support their learning we also aim to develop all children’s logic, resilience, perseverance and team work.



The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at St Paul’s reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China.  These principles and features characterise this approach and convey how our curriculum is implemented:

  • All staff reinforce an expectation that all children are capable of achieving high standards in Mathematics
  • The large majority of children progress through the curriculum content at the same pace
  • A variety of differentiation methods are used to ensure the success of all pupils
  • Staff provide clear models for calculation strategies and reasoning
  • Teachers plan sequences of lessons appropriate for the ability of the children


Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.

  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.

To ensure whole consistency and progression, the school uses the Lancashire Planning Disk. This scheme is based on the spiral curriculum model that introduces new concepts and embeds them in different real life and problem solving contexts.  This allows skills to be practices in different ways and encouraging fluency and flexibility. 

Throughout school, when new concepts are taught children use objects (concrete manipulatives) for children to use. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the calculations or problems.  Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems.

Mathematical topics are taught throughout the year, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.



The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. Staff address these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 well above the national average and a high proportion of children demonstrating greater depth, at the end of each phase.





St Paul's C.E. Primary School

Nevile Road, Salford, M7 3PT

Tel: 0161 921 2065

Executive Headteacher: Mrs J Tyers

Contact: Mrs T Kehoe or Mrs D Johnstone