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Maths at Priestley


Raising Aspiration, Realising Ambition, Stimulating Curiosity.

Mathematics is vital to everyday life. It is integral to all aspects of life and with this in mind, at Priestley we work hard to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them and set them up with the necessary skills and knowledge for them to become successful in their future adventures. The National Curriculum order for mathematics describes in detail what pupils must learn in each year group. Combined with the schemes of work applied at Priestley Primary School, this gives children a wide range of skills to develop their understanding of mathematics in a range of contexts. At Priestley, we use the EYFS framework to ensure children receive a good quality understanding of the basic concepts of Mathematics. In Years 1-6 we follow a ‘Teach, Do, Review’ approach.
We aim to provide the pupils with a mathematics curriculum that teaches them the necessary skills and high-quality teaching that will produce confident, accurate and motivated mathematicians. 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. We encourage resilience, adaptability, and acceptance 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.


Placing learning at the heart of everything we do.

White Rose & Deepening Understanding
Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the 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 use resources for Deepening Understanding which correlates to the White Rose lessons and further develops children’s understanding of a concept and the links between maths topics.
Online Maths Tools
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. Throughout the school, Maths homework, online learning tasks and lesson inputs are set for children to access in and out of school, using MyMaths.
Concrete Pictorial Abstract (CPA)
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.


Priestley and Proud

Pupil Voice
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.
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 table.
Pupil’s 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.

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