Mathematics at St Mary’s Catholic Primary Schools Trust
Curriculum Intent
At St Mary’s Catholic Primary Schools Trust, our intention for the maths curriculum is that it is rooted in high expectations, deep understanding, and a belief that every child can succeed. We aim to equip all children with a strong foundation in mathematics and the confidence to apply their knowledge in a variety of real-life and problem-solving contexts. Rooted in our Catholic ethos, our approach fosters not only mathematical competence but also virtues such as patience, collaboration and perseverance. We want children to see mathematics as both useful and beautiful – a discipline that opens doors, sharpens the mind and inspires awe in the order of creation.
In the Infant School we follow a Maths Mastery approach, using White Rose Maths within KS1 as well as Mastering Number within EYFS; as our core schemes. This ensures a carefully sequenced curriculum that promotes fluency, reasoning, and problem-solving; giving children the time and depth they need to truly grasp concepts. Our children are encouraged to think mathematically, use precise mathematical vocabulary, and communicate their thinking clearly to others.
In the Junior school White Rose scheme of learning, which provides a carefully sequenced and ambitious curriculum. Concepts are introduced in small, logical steps, allowing children to build secure foundations before moving on. Concrete, pictorial and abstract approaches are used consistently to develop deep understanding, while rich questioning and reasoning tasks help children articulate their thinking and apply skills to real-life contexts.
Across the Trust high expectations are set for all pupils, with support and challenge tailored to individual needs. For those who need it, targeted interventions ensure gaps are closed swiftly, while all pupils are encouraged to persevere, think creatively and celebrate mistakes as opportunities to learn.
By the time they leave St Mary’s Primary School Trust, our pupils are confident, fluent and resilient mathematicians, ready to apply their knowledge and skills in secondary school and in the wider world.
Implementation
🧠 Concrete – Pictorial – Abstract (CPA)
We understand that deep learning begins with hands-on, practical experiences. From the very beginning, children are supported through a Concrete–Pictorial–Abstract (CPA) model of learning. Using resources such as Numicon, Base 10, number lines, and rekenreks, children explore ideas in a tactile, visual way before moving toward abstract representations like numerals and symbols. These resources are embedded into daily provision and are accessible in every classroom.
💬 Talk, Reasoning, and Collaboration
We place a strong emphasis on mathematical reasoning and collaborative talk. Children are encouraged to work in pairs and groups to solve problems, explain their thinking, and challenge each other’s ideas. Classrooms are filled with rich opportunities for mathematical discussion, where children learn to reason logically, justify answers, and learn from mistakes. Teachers model accurate use of mathematical language and create environments where children feel safe to take risks and explore strategies together.
🔢 Fluency and Mental Maths
Fluency is a key pillar of our approach. Children practise mental maths daily through engaging, quick-fire sessions that build number sense and flexible thinking, these are often done at the start of sessions or towards the end as a plenary. This rapid recall of number facts enables children to access more complex problems with confidence.
🌍 Real-Life and Cross-Curricular Connections
We believe that mathematics is most meaningful when it is purposeful and relevant. Children are given opportunities to apply their skills in real-life situations — measuring ingredients while baking, budgeting during role play, or solving practical problems in outdoor provision. Projects such as planning a party, visiting local shops, or making pizzas to understand fractions bring maths to life in memorable and meaningful ways.
We also make strong cross-curricular links, particularly with computing, where children learn to present and interpret data, and with science, where they measure, compare, and investigate patterns.
👨👩👧 Partnership with Parents
We value the important role parents play in their children’s mathematical development. Each year begins with parent information sessions, where we share curriculum expectations and strategies to support learning at home. Regular updates through weekly newsletters and the Seesaw platform provide families with practical ideas and resources. In Early Years, we offer tailored support linked to the Early Learning Goals, helping parents to embed maths into daily routines.
At St Mary’s, we believe that every child is a mathematician. Through engaging, meaningful, and well-structured teaching, we develop learners who are confident, curious, and capable of thinking deeply and flexibly about number, space, and pattern. By the time they leave us, our children are well-prepared for the next stage of their learning — grounded in secure understanding and a love for the challenge that maths brings.
Impact
Summative assessment takes place at the end of each term and pupils’ progress and attainment is discussed with senior leaders in Pupil Progress Meetings. Formative assessment takes place on a daily basis 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 scrutinies.
Our practical approach to mathematics ensures we are able to meet the complex needs and huge range of abilities the pupils at our school have. Our focus on fluency, reasoning and problem solving provides challenging learning as well as opportunities to contextualise mathematics and encourage pupils to not see mathematical skills in isolation, but to integrate them into other aspects of their learning and lives.