Mathematics is a creative and highly interconnected 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.

National Curriculum 2014


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

  • becomefluentin 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 accurately.
  • reasonmathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • cansolve problemsby 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 solutions.


  1. The aims in teaching mathematics at VCP are:


  • To create a stimulating and challenging environment for pupils to gain the confidence and encouragement to fulfil their potential in this subject.
  • To ensure a broad and balanced mathematical education is offered to all pupils regardless of origin, class aptitude or disability.
  • To foster a determined and persistent approach.
  • To have a systematic but flexible and creative approach to solve problems, to reason, to think logically and to carry out investigations.
  • To show initiative and an ability to work independently and in co-operation of others.
  • To be interested and motivated to succeed gaining satisfaction from their success.
  • An ability to use and apply mathematics across the curriculum and in real life.
  • To develop mental and oral arithmetic skills.
  • To ensure that pupils needing curriculum support are identified and catered for.


  1. Delivery of the subject:


The subject is predominantly delivered through the Abacus Evolve scheme of work which covers the 7 strands:

  • Number - number and place value, addition and subtraction, multiplication and division and fractions
  • Ratio and Proportion
  • Algebra
  • Measurement
  • Geometry - Properties of shape, position and direction
  • Statistics


Mathematical Methods

  • Mathematics should essentially be a practical activity, where recording will assess the understanding of the child
  • Work and rate of progress will be closely matched to the needs of the individual child
  • Mathematics should be taught in the context of everyday life and will be relevant to the needs of the child
  • The delivery of the Mathematics curriculum will consider the different learning styles within the class
  • Mathematics lessons will be well planned, incorporating different styles of teaching/learning and class organisation in accordance with a style appropriate for the class
  • Relevant and suitable schemes will be used to deliver lessons
  • Children should develop the ability to apply their learning to everyday situations
  • Work should be marked regularly, in line with the school's marking policy
  • There should be an emphasis, particularly in KS2, on problem solving, reasoning and investigative maths. There should be a stronger emphasis on the explanation of method rather than simply achieving the correct answer
  • Differentiation should ensure that the most able children are sufficiently challenged and the less able are supported as necessary
  • There should be a strong emphasis on the learning of number bonds and multiplication tables and regular practice of both
  • Mental maths sessions should be planned for and feature regularly in the classroom
  • Opportunities for using and applying mathematical skills should be planned for in most lessons to allow children to deepen their understanding of each concept



Pupils are allowed to progress as far as their abilities allow by exposing them to work of increasing depth and challenge.  A child who covers the basic work will be allowed to move onto work that extends, deepens and consolidates.