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Coppetts Wood Primary School

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Maths Policy

Mathematics  Policy


‘A high-quality mathematics education provides a foundation for                  

 understanding the world, the ability to reason mathematically, an    

 appreciation of the beauty and power of mathematics, and a sense of  

 enjoyment and curiosity about the subject.’  (DfES 2014)



Our aims for maths at Coppetts Wood Primary School are based on the ‘The national curriculum in England mathematics programme of study, KS1 and KS2 framework’ document which is to ensure that all pupils:

  • become fluent in the fundamentals of mathematics
  • reason mathematically .
  • can solve problems


To achieve these aims, we strive to:

  • Develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners.
  • Secure fluency with numbers and the number system; 
  • Develop the ability to solve problems through decision-making, reasoning and logic in a range of contexts;
  • Promote a positive and confident attitude to mathematics through celebrating achievement, supporting and challenging all pupils
  • Develop mathematical communication through speaking and listening, practical activities and recording work. 


Equal Opportunities

At Coppetts Wood Primary School we teach mathematics to all children whatever their ability. Maths forms part of the school curriculum policy to provide a broad and balanced education for all children. Teachers provide learning opportunities matched to the needs of children. Work in maths takes into account the targets set for individual children in their Support Plans. Teachers provide help with maths through:

  • Adapting materials to suit the needs of the child.
  • Using visual and written materials in different formats.
  • Providing different materials to support children’s understanding
  • Using ICT, other technological aids and taped materials.
  • Working in small groups led by teaching assistant/teacher.


Classroom presentation and organisation should reflect and support the achievement of all abilities. Staff should make careful decisions about groupings and pairings. Staff should have high expectations of all pupils.


TEACHING and LEARNING: Mathematics Mastery Approach

At the centre of the mastery approach to the teaching of mathematics is the belief that all children have the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems. Similarly, with calculation strategies, children must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations.


In the Foundation Stage, children are given the opportunity to develop their understanding of number, measurement, pattern and shape and space through a combination of short, formal teaching sessions as well as a range of planned structured play situations, where there is plenty of scope for exploration.  Children will become competent ‘counters’ so that their fluency with the number system provides a foundation for mathematical understanding. Counting forwards and backwards in many different sized steps as well as from different starting and ending points is essential and opportunities for this will be planned for.


At Coppetts Wood School, we believe maths learning builds from a concrete understanding of concepts where children are manipulating objects. When children are able to see concepts this way, they then need to understand the same concepts can be represented pictorially. Children are then ready for abstract representation before being able to apply their knowledge to different situations. Children should be encouraged at all times to communicate their understanding of maths so that it clarifies their thoughts.


Children’s fluency in arithmetic remains of great importance, with number facts, times table facts and various strategies for calculation taught and practiced at school with support sought from parents through homework activities. A progression towards efficient written calculations is developed and applied consistently in each year-group – please see the Appendices to this policy for more details.  


Mathematical Language



The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof.



2014 Maths Programme of Study

The 2014 National Curriculum is explicit in articulating the importance of children using the correct mathematical language as a central part of their learning (reasoning). Indeed, in certain year groups, the non-statutory guidance highlights the requirement for children to extend their language around certain concepts. It is therefore essential that teaching using the strategies outlined in this policy is accompanied by the use of appropriate and precise mathematical vocabulary. New vocabulary should be introduced in a suitable context (for example, with relevant real objects, apparatus, pictures or diagrams) and explained carefully. High expectations of the mathematical language used are essential, with teachers only accepting what is correct.



All teachers follow a termly overview plan and are encouraged to design lessons using a range of resources, including, but not limited to, the scheme of work from the White Rose Maths Hub and Active Inspire Maths text books and workbooks. Weekly plans must include clear learning intentions for each lesson, with new teachers including more detail in their planning. In keeping with the ‘Teaching for mastery’ approach, teachers are required to keep the class working together on the same topic, whilst at the same time addressing the need for all pupils to master the curriculum and for some to gain greater depth of proficiency and understanding. Challenge is provided by going deeper rather than accelerating into new mathematical content. Therefore, teachers are required to base their planning around their year group objectives and not to move onto a higher year group’s scheme of work. Lessons should be designed and delivered to include opportunities for pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.


Assessment and recording

Each child’s progress should be continually assessed and should inform day to day planning. Teachers assess by:

  • Observation whilst children are engaged in a task or are specifically asked to work through a question or problem;
  • Questioning and discussions with the class or group, particularly during the plenary;
  • Formal assessment tasks;
  • Termly assessments in arithmetic and problem solving and reasoning;
  • Ongoing curriculum objective assessments;
  • Using the NCETM Mastery and reasoning documents


At the end of each term, teachers use the curriculum objective assessment grids together with other assessments carried out that term to inform a level judgement for each child. These levels are then inputted into the school’s tracking system.


At the end of Year 2 and 6 the children sit standard assessment tasks (SATs). These are marked internally in Year 2 and externally in Year 6.


Assessment for Learning is integral to teaching and learning and should feed into teacher’s planning. It should also inform any focus groups for the following day’s teaching.



Marking is an important part of assessment and feedback. Wherever possible, the child should be present whilst their work is marked. The most important ‘marking’ is informal diagnostic assessment during the lesson.  In Maths, marking symbols will be used e.g. LI (Learning Intention) and a tick for Learning Intention achieved. Also included in marking should be an indication of whether the child has worked independently, with support, or using resources.

Note: Errors in mathematics are always corrected. See Marking and Feedback Policy for further details

In line with our marking policy, teachers use a green pen and pupils use a red pen to mark work and to respond to marking. A dot is used to indicate an incorrect answer. Crosses for incorrect answers are to be avoided.


At Coppetts Wood, children write learning intentions as ‘LI’ statements. At the end of lessons, children are asked to mark next to the learning intention whether they feel they have met the learning intention or not by putting a smiley / confused face (KS1) or traffic light (KS2) coloured dot (in pencil crayon), choosing the colour according to their degree of understanding; Green – Fully understood, Amber – Getting there, Red – Not understood. This informs future planning (AfL).


The teacher should follow up the child’s self- assessment in the next session e.g. teacher works with red and ambers to give further explanation, greens consolidate learning or move onto the next stage.  Fix It, Check It or Push It marking comments may be used support pupils at the start of lessons where appropriate.


Record Keeping

Teachers keep informal records on individual pupil’s curriculum objective assessment grids to inform their teaching and assessments.


At the end of each term, teachers from Years 1 to 6 record children’s achievement in any standardised tests as well as their progress as seen in their books. Teacher assessment against National Curriculum objectives are entered onto School Pupil Tracker, These are used to inform target setting and pupil progress meetings are held termly to discuss how to support, challenge and target individual children’s needs in mathematics and identify focus groups. Teacher assessments in early years are also entered onto School Pupil Tracker and used to inform pupil progress meetings


In Key Stage 1, A4 2cm squared maths books are used. In Key Stage 2, A4 1cm squared books are used. Worksheets must be dated and where possible, stuck in books, if not stored in a maths folder. Completed books may be taken home at the end of the year although some will be kept back for moderation purposes. The most current book moves up to the next class for the children to continue using.



Work should always start with a date and learning intention. Books are to be seen as ‘work’ books and the recording of working and thinking is encouraged! Teachers each have their own style and expectations for this. We encourage clear layout of calculations to minimise errors in accordance with the calculation policy when using written methods.


In line with our display policy, there should be a maths working wall in every class which should reflect current learning and be actively used in maths lessons.





Each class should have a well-maintained stock of core resources kept in a defined area to use regularly to provide visual and kinaesthetic support during the lesson and interactive teaching. The bulk of these resources are kept outside the classroom upstairs, above the Year 1 classroom. These must be returned at the end of each day to be available to other classes.

There are excellent resources on the internet for use on Smart interactive whiteboards. We recommend Mathsframe, Topmarks, Maths Playground, Mathszone, (, KS2 or KS1 Bitesize ( and, LGFL curriculum resources (, NRICH ( and the Primary Strategy ITP’s. Of course, there are many more!

We also have a software installed on the class computers such as the Numicon Whiteboard program.



In line with the new primary curriculum, calculators will not be introduced until upper key stage 2. They will be used then as a support tool for children’s conceptual understanding and exploration of more complex number problems. They will only be introduced at this point if both written and mental calculation methods are secure.



A weekly homework task is set throughout the school. In Key Stage 1, this has a maths focus every other week. In Key Stage 2, maths homework is set weekly. Homework should reinforce learning already covered in class. At Key Stage 1 and 2, the tasks are differentiated where necessary.


Monitoring and review
Monitoring of the standards of the children's work and the quality of teaching is the responsibility of the Maths Subject Leader and SMT. The Math Subject Leader also supports colleagues in teaching Maths, keeping up to date in current developments in the subject, and providing a strategic lead and direction for the subject.


Progression in Calculations

The following documents provide clear examples of methods which show progression in calculations: 

  1. White Rose Maths Hub (WRMH) Calculation policy
  2. Appendix 1: Examples of formal written methods for addition, subtraction, multiplication and division


This calculation policy is based on the CPA (concrete-pictorial-abstract) approach - a key component of the mastery approach.

Concrete - we use physical resources to bring the maths to life e.g. numicon, base 10, counters.

​Pictorial - we use pictorial representations of the problem to help pupils to ‘see the maths’. 

​Abstract - when we are ready we move on to using numbers and key concepts confidently


The focus for EYFS / Reception should be on the understanding of early number concepts and number sense through the use of concrete manipulatives and practical experiences, as exemplified in the programmes of study. Progression guidance for the Foundation Stage is therefore not provided in this document. This document focusses on progression of calculations from Year 1 to Year 6.


This calculation policy is a guide for all staff at Coppetts Wood Primary School and has been adopted from work by the National Centre for Excellence in the Teaching of Maths (NCETM) and Maths Hub documents. It is purposely set out as a progression of mathematical skills and not into year group phases to encourage a flexible approach to teaching and learning. It is expected that teachers will use their professional judgement as to when consolidation of existing skills is required or if to move onto the next concept. However, the focus must always remain on breadth and depth rather than accelerating through concepts. Children should deepen their conceptual understanding by tackling challenging and varied problems. For each of the four rules of number, different strategies are laid out, together with examples of what concrete materials can be used and how, along with suggested pictorial representations. Please note that the concrete and pictorial representation examples are not exhaustive, and teachers and pupils may well come up with alternatives. Where necessary, additional guidance is given to support in teaching the given strategies.

The principle of the concrete-pictorial-abstract (CPA) approach is that for pupils to have a true understanding of a mathematical concept, they need to master all three phases. Teachers can use any teaching resources that they wish to use and the policy does not recommend one set of resources over another, rather that, a variety of resources are used.


Date of policy: February 2018

Review date: February 2021