Mathematics at Witherley Primary School

Mathematics is a vital life skill. It is an essential form of communication, used widely in society, in everyday situations and in the world of work. “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” (National Curriculum 2014).

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Intent

By the time children leave Witherley Primary School, our aim is that all pupils have a secure number sense, are fluent, can reason confidently, and can apply their understanding to a wide range of problem-solving situations.

Our maths curriculum is supported by White Rose Mathematics, NCETM Mastery materials, and Twinkl, incorporating aspects of a Mastery approach. At the heart of our mathematics vision is the belief that all children can achieve, and that learning should be accessible to everyone within an inclusive environment. Technology is used to enhance learning and remove barriers where needed.

Wherever possible, all children access the same curriculum content and deepen their understanding through carefully structured, varied, and challenging problems.

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Implementation

EYFS

Children in EYFS encounter mathematics daily through teacher-directed learning, adult-led activities and child-initiated play. Mathematical opportunities are developed through daily routines and across all areas of provision. Teachers use White Rose Education materials alongside the NCETM Maths Mastery materials and supplement these with Twinkl resources where appropriate. This ensures early mathematical concepts are taught through a mastery approach rooted in deep understanding.

Key Stage 1

A daily maths lesson is taught in Years 1 and 2, supported by White Rose. Arithmetic is taught as part of the daily maths lesson and adapted to suit the needs of children where needed.
 

Key Stage 2

KS2 classes receive a daily mathematics lesson, and arithmetic is taught within the daily maths lesson. 
Teachers may draw on Twinkl materials to enrich learning, provide additional practice, or support guided groups.

Children also practise their times tables regularly, often using apps such as Times Table Rock Stars both in school and as homework.

Reasoning, Problem Solving and Use of Technology

Reasoning and problem-solving are embedded within maths lessons. Technology supports accessibility and communication through tools such as:

• White Rose or teacher-created video models
• Recordings and manipulatives

Curriculum Design

Teachers follow long-term plans based on White Rose, with NCETM Mastery materials and Twinkl used to supplement or extend learning.
Mathematical topics are taught in blocks to enable deep and sustained understanding.

Assessment

Teachers use formative assessment strategies to check pupils’ understanding during learning, not just at the end. These strategies help teachers adjust their teaching in the moment and help pupils understand their next steps.

Practical formative assessment strategies our teachers commonly use include:

Mini Whiteboards

Pupils hold up answers simultaneously.

• Checking whole-class understanding
• Spotting misconceptions quickly
• Keeping all pupils engaged

Think–Pair–Share

Pupils think individually, discuss with a partner, then share with the class.

• Encourages participation
• Reveals depth of understanding

Cold Calling

Teacher selects pupils to answer instead of relying on volunteers.

• Increases accountability
• Ensures a wider range of voices

Quizzes and Low-Stakes Tests

Short, frequent quizzes:

• Strengthen memory (retrieval practice)
• Show what needs revisiting

Self marking (KS2)

Pupils mark their own work using marking sheets.

1.Take ownership of their learning
Children start to see their work as theirs and understand that they play an active role in improving it.

2. Identify mistakes and misconceptions
By comparing their work to correct answers or success criteria, they can spot where they went wrong.

3. Understand what “good work” looks like
Seeing the correct model helps pupils recognise the standard they are aiming for.

4. Develop metacognitive skills (thinking about their thinking)
They reflect on how they approached a task and what they could do differently next time.

5. Improve accuracy and independence
Over time, pupils begin to check their work more carefully without prompting.

6. Build resilience and a positive attitude to mistakes
Self‑marking normalises errors as part of learning rather than something to be embarrassed about.

7. Receive immediate feedback
Instead of waiting for the teacher to mark their work later, they get to correct and improve it right away.

Observation and Questioning

Teacher moves around the room, prompting with questions like:

• “How do you know?”
• “Can you explain your reasoning?”

 

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Impact

Assessment takes place at short-term, medium-term, and long-term intervals, forming a continuous cycle of planning, teaching, assessment, and review.

Daily teacher assessment includes:

• observations
• questioning
• marking and feedback
• quizzes
• evaluation of work

Diagnostic questioning is used to identify misconceptions before, during, and after units of learning.

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Maths Intervention at Witherley Primary School

Before implementing interventions, the school prioritises children’s mathematical well-being, including:

• building confidence
• encouraging willingness to ‘have a go’
• supporting mathematical self-esteem and enjoyment
• strengthening relationships between families and staff

Our intervention approach is flexible and based on:

• pupil progress meetings
• ongoing data analysis
• guided groups led by teachers or teaching assistants
• targeted support to address misconceptions

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Parental Involvement

We encourage parents to support mathematical development at home through everyday experiences, such as:

• counting objects
• telling the time
• using money
• weighing ingredients
• practising times tables and number bonds to 5, 10, 20, 50 and 100

Using the same methods as school helps avoid confusion.

Parents can access our Calculation Policy for guidance on how maths is taught throughout the school.

Click below to find our Calculation Policy, which outlines how we teach key concepts in all year groups which you can also use to help support your child’s learning at home.

National Curriculum Programme of Study:

Mathematics programmes of study: key stages 1 and 2

Policies