North Lancing Primary School


When teaching mathematics at North Lancing Primary School, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.


Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, perseverance, collaboration and independence in their work and the children are taught that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.

This is all underpinned by: high expectations, mastery, modelling, a vocabulary rich environment, pattern and connection identification, the teaching of fluency, the teaching of reasoning and the teaching of problem solving.


Every class from Y1 to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons are personalised to address individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, we aim to use deepening understanding which correlates to the White Rose lessons and further develops children’s understanding of a concept and the links between maths topics.

We have retention homework in all of the Key Stage 2 classrooms and fluency running in Key Stage 1.  Pre-teaching is used to ensure pupils are confident with skills required for the upcoming session.

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age. Regular formative assessment and live feedback lets pupils know how they are doing and informs teaching.

Summative assessments are completed at the end of each half term; results form discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

In order to advance individual children’s maths skills in school and at home, we utilise Times Tables Rock Stars  for multiplication practise, application and consolidation and NumBots  for fluency and retention of the four operations.

In KS2, maths homework is set weekly, often using MyMaths or using replica mathematics book, and sometimes a combination of the two.

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.

We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events.

Maths is taught across the curriculum ensuring that skills taught in maths lessons are applied in other subjects.


Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths.

They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.

Regular meetings with children are head by the subject coordinators to monitor both positives and areas to develop within the subject.

Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables.

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.

The flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. The chance to develop the ability to recognise relationships and make connections in maths lessons.

Teachers plan a range of opportunities to use maths inside and outside school.

At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group.

Some children will have progressed further and achieved greater depth. Children who have gaps in their knowledge receive appropriate support and intervention.

Children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.