Maths Intent

As stated in the National Curriculum 2014, Maths 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.

At Westfield School, we are committed to giving our children the best opportunities in life. We believe in and promote the aims of the National Curriculum in our planning and teaching of Maths and ensure that all pupils:

  • Become fluent in the fundamentals of Maths, 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. 
  • 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 solutions. 

Maths Implementation

Teaching and learning

Teachers will plan a range of activities which encourage children to reason and problem solve. We use resources from White Rose and follow their medium term planning to ensure a coherent sequence of lessons. Teachers also use other resources such as the NCETM website, particularly the Teaching for Mastery documents

We strongly believe that all children can succeed in Maths and we have adopted the teaching for mastery approach which reflects this. Children move through the curriculum at a similar pace and are usually paired in mixed attainment groups. We follow the CPA approach (concrete, pictorial, abstract) to support children to ‘master’ a concept before moving onto the next. All teachers follow the school’s calculation policy which outlines CPA approaches to teaching concepts based on the four operations (addition, subtraction, multiplication and division). 

Where children are progressing quickly through a concept, they will be challenged and encouraged to reason on a deeper level before progressing onto new concepts. Children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts (NCETM). Children who need additional support to master a concept will be supported to consolidate understanding at the appropriate pace. Children may also receive same day interventions (keep up not catch up) where mathematical processes are revisited in the afternoon. 

Where possible, we aim to make mathematical links across other subjects to strengthen children’s understanding. This could be through measuring in DT projects, during practical investigations in Science or Geography and even during team games in PE. Important mathematical life skills are also drip fed into the day from role play shops in Reception to telling the time and working out who has the most dojos in a class! 


We use a mixture of assessments to help identify gaps in learning. Teachers will assess within a lesson and if needed, same day interventions can take place in the afternoon and future lessons adapted to meet the needs of the class. At the end of a unit, teachers may complete an end of unit assessment (White Rose or Freckle) to assess the knowledge that has been retained. Throughout the year, children will complete Star Maths assessments online and Nfer test papers – which allows us to track progress across the school. 

Early Years

Maths in Reception is about providing children with opportunities to play and explore while developing an understanding of the number system. There is a maths area within the classroom which the children can investigate within the school day, which may include: a range of objects that can be counted and sorted, Rekenreks, number formation supports and other resources relevant to the current area of learning. Children will take part in a mixture of adult-led and child-initiated activities within daily maths lessons.

Maths Impact

Pupil Voice

Through discussion and feedback, children talk articulately using mathematical language and vocabulary about their maths lessons and speak with enthusiasm about how they love learning about maths. They can talk about the context in which maths is being taught and relate this to real life purposes. Children enjoy completing TTRS (Times Table Rockstars) and Freckle as part of home learning and within school. When completing assessments, children are interested in their progress and areas they need to develop – this is shared with both themselves and parents (during parents evenings).

Evidence in knowledge

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 are engaged and all challenged to their full potential, and are able to select resources independently when needed. Children are developing their number facts, which includes multiplication tables.

Evidence in skills

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and use resilience when tackling problems. Children show a high level of pride in the presentation and understanding of the work. Children apply mathematical skills across different areas of the curriculum. 


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 (GD). Teachers will use a mixture of assessments throughout the year: Nfer, Freckle, Star Maths, White Rose and targets. This data is tracked and monitored by: teachers, Maths lead and Senior Leadership Team. Children who have gaps in their knowledge receive appropriate support and intervention