Maths

Ashton St Peter’s Mathematics Vision Statement

At Ashton St Peter’s, we believe that every child can be a successful mathematician. Our aim is to nurture confident, curious, and resilient learners who can think critically, explain their reasoning clearly, and apply their mathematical understanding to a wide range of situations.

By the time our pupils leave our school, we aim that they will all:

Have quick and secure recall of key mathematical facts.
Be able to make connections and apply concepts across all areas of maths.
Show resilience by embracing mistakes as valuable learning opportunities.
Communicate their mathematical thinking with clarity and confidence.

We want our pupils to feel secure, confident, and positive about maths—both in the classroom and in life beyond school. Through engaging, purposeful learning, we strive to show that maths is not only essential for success in other areas of the curriculum, such as science, but also a vital life skill.

Our vision is for pupils to see the relevance of maths in the real world—using their knowledge to solve problems, make informed decisions, and navigate adult life with confidence. We aim to challenge the stigma of “not being good at maths” by fostering a culture where every child believes in their potential to succeed.

At Ashton St Peter’s, mathematics is a cornerstone of our curriculum and a key to unlocking opportunities—empowering children to approach the world with curiosity, logic, and confidence.

Please see our ‘Maths on a Page’:

Maths on a page

Intent:

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore 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 (DFE-00180-2013)

The national curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking

Mathematics is vital for the life opportunities of our children. Our aim is for all children to think mathematically, enabling them to reason and solve problems in a range of contexts. Our intent at Ashton St Peter’s is that children “can do” maths and we want every child to experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links between different concepts. This is enhanced by providing pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach.

Features of our curriculum at Ashton St. Peter’s

The National Curriculum is delivered through the use of White Rose which is a whole class mastery programme designed to spark curiosity and excitement and help children develop confidence in maths. Please see our Parents’ Guide to Maths Mastery below, to find out more information.

Parents-Guide-What-is-Maths-Mastery

Implementation:

How are lessons taught?

The vision is that each lesson demonstrates the following features:

A mental oral starter- Fluent in Five and Flashback Four
A date and learning objective and, where possible, a context to the lesson. Where does this fit in? How does it relate to maths outside the classroom?
Modelling of the skill. Different representations, procedures and written methods shown (using concrete, pictorial and the abstract where necessary)
Application through fluency with differentiation in task
Application through problem solving and reasoning

Resources

Planning will be supported by the use of White Rose Maths and various other resources deemed to be appropriate for the teaching and learning of a particular strand or topic such as HfL and Classroom Secrets. Where appropriate, Concrete, Pictorial and Abstract methods (CPA approach) will be used to enhance teaching and learning. This will help children deepen their understanding of the concepts being taught and enhance their learning experience. In EYFS, Power Maths is used to spark curiosity and excitement and nurture confidence. Children grow a growth mindset and develop an early love of maths in preparation for year 1 and beyond.

Assessment

Formative assessment involving questioning, in the moment marking, observation, challenge and questioning will be used in every lesson. Teachers use developmental marking to further challenge/consolidate learning. Teachers have access to Puma for summative End of Term assessments. These tests give standardized scores and identify gaps in teaching and learning. Year 6 undertake previous years’ SATS papers for the same purpose.

Monitoring

Maths will be monitored via ‘Book Looks’ and feedback, learning walks and observations, pupil voice and pupil progress meetings where progress and attainment will be discussed and next steps put into place.

Staff Development

Coaching, Mentoring, team-teaching and peer observations and training courses.

Impact:

Results show that, despite lockdown effects, 87% of children achieved AT+ by the end of KS2 and 73% of children achieved AT+ by the end of KS1 in Summer 2021.

Next Steps:

New interventions put in place, following pupil progress meetings, to support children not achieving ARE.