Intent 

At St Cuthbert Mayne, we believe that mathematics is an important life skill that helps children to understand the world around them. 

Our aim is for every child to become a confident, curious and resilient mathematician. We want children to enjoy maths, develop confidence in their mathematical thinking and understand how mathematics can be used both in school and in everyday life. 

We aim to develop children who: 

• are confident and enthusiastic about mathematics; 

• have a secure understanding of key mathematical concepts; 

• can recall important number facts quickly and accurately; 

• can explain their thinking and give reasons for their answers; 

• make links between different areas of mathematics; 

• can use what they have learnt to solve problems in different situations; 

• are willing to have a go, learn from mistakes and persevere when something is challenging. 

We believe that all children can be successful mathematicians. Children work towards the same ambitious learning, with the right level of support and challenge to help them succeed. 

Children who understand a concept quickly are encouraged to think more deeply, explain their ideas and tackle more challenging problems rather than simply moving on to new learning. 

Implementation 

Maths is taught every day and follows the National Curriculum. We use Power Maths to support the teaching and learning of mathematics across the school. 

Our lessons focus on three important areas: fluency, reasoning and problem solving. 

Fluency helps children become confident and accurate when working with numbers and calculations. Reasoning encourages children to explain how and why they have reached an answer, while problem solving gives them opportunities to use their mathematical knowledge in different and unfamiliar situations. 

Teachers carefully model new learning before children have opportunities to practise together and then work more independently. 

Practical equipment and visual representations are used to help children understand new ideas. For example, children may use counters, cubes, number lines, diagrams or bar models before moving on to written calculations and number sentences. These resources remain available whenever they help children to understand their learning. 

Mathematical vocabulary is an important part of our teaching. Teachers model the correct language and encourage children to discuss their ideas, explain their methods and justify their answers. 

We also place a strong emphasis on learning key number facts. Regular practice helps children develop quick and confident recall of number bonds, multiplication tables and other important facts, which supports them when tackling more complex maths. 

Teachers regularly check children's understanding during lessons through questioning, discussion and looking at their work. This helps teachers to spot misconceptions quickly and decide what children need next. 

Where children need additional help, this may include extra practice, practical resources, pre-teaching or short interventions. Children who are ready for further challenge are encouraged to think more deeply, make connections and explain their mathematical thinking. 

Impact 

We want children to leave St Cuthbert Mayne as confident and successful mathematicians who have the knowledge and skills they need for the next stage of their education and for everyday life. 

We expect children to: 

• have a secure understanding of the mathematics taught in their year group; 

• recall key number facts with increasing confidence and accuracy; 

• choose appropriate methods and resources to help them; 

• explain their mathematical thinking clearly; 

• use mathematical vocabulary confidently; 

• apply their learning when solving a range of problems; 

• make links between different areas of mathematics; 

• show resilience and confidence when faced with a challenge. 

Teachers continually assess children's understanding through their work, classroom discussions, questioning and observations. 

More formal assessments, including NFER assessments and statutory assessments where appropriate, are also used to help us understand how well children are progressing. 

Teachers and school leaders use this information, alongside children's books, lessons and conversations with pupils, to celebrate successes, identify where further support may be needed and continually improve the teaching and learning of mathematics across the school.