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Welcome to the maths section. We hope you will find the information and resources in this section useful so that you can support your child at home with mathematics. If you need any help or have any suggestions, please speak to the class teacher.



At Field Lane, we believe that mathematics is an essential part of everyday life.  Our intention is for children:

To enjoy maths and have aspirations to study mathematics further

To become fluent in the fundamentals of maths

To be able to reason mathematically

To be able to solve mathematical problems by using and applying their mathematics

To be able to use a growth mindset when studying mathematics


We are using the White Rose Maths long and medium term planning. In maths we use a scheme called Master The Curriculum for EYFS/KS1/2 pupils. This scheme is aligned with the White Rose Maths small steps. Teachers use the scheme to plan fluency, reasoning and problem solving activities. They also use this scheme for retrieval practice.

Maths in the EYFS is a crucial part of our maths curriculum. We relate the mathematical aspects of the children’s work to the Development Matters statements and the Early Learning Goals. There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum. In Early Years, we follow the White Rose Maths using a scheme called Master the Curriculum. White Rose Maths and our maths scheme are both aligned with the new Early Learning Goals.

Bar Modelling is a strategy that has been introduced in different year groups. The CPA (concrete, pictorial, abstract) approach is currently being rolled out through school. It is crucial for children to experience mathematical activities through hands-on activities. Children also have opportunities to use and apply maths during Smart Time which takes place in KS1 and KS2.

Maths lessons should include:  clear learning intentions, high quality questioning and recap/retrieval practice, teaching (new learning), practice, apply, review/assess. In addition to this, maths lessons should encourage ‘think, pair, share’. This is crucial to help pupils develop their speaking and listening skills and to be able to reason verbally.

To enable pupils to become fluent in addition and subtraction, each child has access to NumBots at school and home. To become fluent at recalling multiplication and division facts, pupils have access to Times Table Rockstars. 

To support those children who are working below age related expectations, we have interventions in place. Interventions are run by skilled members of staff who use a variety of resources to support pupils in need of an intervention. Interventions take place within maths lessons, in the afternoons and during lunchtimes. Teachers identify pupils requiring further support and liaise with the member of staff to ensure that the children can receive timely and appropriate support.

Where appropriate, maths is linked to other curricular areas such as: PE, Science, Design Technology, History and Computing. Design Technology provides opportunities for children to apply their measurement skills. In P.E, children have the opportunity to record times (stopwatches) and measure distances (athletics). Smart Time also provides a wonderful opportunity for children to be able to use and apply their maths knowledge and skills. 


Impact in maths is measured in a variety of ways at Field Lane. In Early Years, staff use an online system (Tapestry) to assess each child’s progress against the maths Early Learning Goals.

Impact in KS1 and KS2 is measured by children completing summative assessments each term. Progress of each child is measured using the data from these assessments and teaching is adapted accordingly. At Field Lane we use PiXL maths assessments. Furthermore, children have the opportunity to complete retrieval practice activities on a regular basis. This helps children recap prior learning in order to be able to learn new knowledge and skills. Impact is also measured through lesson observations, pupil interviews, maths book scrutiny and pupil progress meetings. In class, impact is measured through questioning and formative assessment strategies. Feedback and in particular, verbal feedback is essential to helping students make progress.  

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