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Maths Curriculum Statement



The aims of teaching mathematics in our school are in line with development matters for EYFS and the National Curriculum for Key Stage 1.

All children have opportunities for:

  • Reasoning within every maths lesson. This is through questioning, Oracy, practical application of objectives and carefully designed tasks
  • Learning and practising basic maths skills and known facts daily
  • Discussion based around misconceptions and exploration of thought-provoking mathematical questions, removing artificial ceilings on understanding


By the end of Reception, children should:

  • Have a deep understanding of number to 10, including the composition of each number.
  • Subitise (recognise quantities without counting) up to 5.
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
  • Verbally count beyond 20, recognising the pattern of the counting system.
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.


By the end of Key Stage 1 pupils should:

  • Develop confidence and mental fluency with whole numbers, counting and place value
  • Use numerals, words and the four operations, with foundations based in practical resources
  • Recognise, describe, draw, compare and sort different shapes and use the related vocabulary
  • Use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money
  • Know the number bonds to 20 and be precise in using and understanding place value
  • Read and spell mathematical vocabulary at a level consistent with their reading and spelling knowledge



All children have a daily NCETM Mastering Number session.


In Reception, maths is taught discretely twice a week within adult-led time following White Rose Maths Overview. Provision (both indoors and outdoors) is enhanced fortnightly with a focus on maths, giving children opportunities to apply what they have learnt in taught sessions.




Each year group has a daily maths lesson. Teachers plan lessons based on the White Rose Maths overview and small steps with consolidation of previous objectives and progression through current year group objectives. Teaching is designed to build on content they have been taught and integrate new knowledge into larger concepts.



All staff and subject leaders carefully monitor and evaluate the impact of our curriculum intent and implementation. Our children will have developed deep knowledge and skills across the maths curriculum.


This can be measured by:

  • Children achieving statutory ELGs in Number and Numerical patterns at the end of Reception.
  • Children achieving statutory Expected Standard in maths at the end of Key Stage One.
  • Children with SEND achieve their best possible outcomes.
  • Children who receive Pupil Premium Grant achieve the best possible outcomes.

Here's an overview of maths teaching at Silvertrees

Calculation Policy