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Mathematics Intent, Implementation and Impact

Subject Lead: Mr Daintree




Mathematics fundamental in everyday life and, with this is mind, the purpose of Mathematics at Sheldwich Primary School is for all children to develop an ability to solve problems, reason, think logically and to work systematically and accurately. All children are challenged and encouraged to excel in Mathematics. New mathematical concepts are introduced using a concrete, pictorial and abstract approach; enabling all children to experience hands-on learning when discovering new mathematical topics. Mathematics is practised daily at Sheldwich Primary School to ensure key mathematical concepts are embedded and children can recall this information to see the links and make connections between topics in Mathematics.



Mathematics is taught in a series of carefully sequenced lessons so that the children can develop depth in their learning and acquire a range of skills and knowledge so that they are all successful mathematicians.


  • Lessons are taught every day following the National Curriculum and the White Rose scheme of work.

  • Children are taught in a mixed ability year group with every child learning fluency, reasoning skills and problem solving through whole class teaching and independent activities.

  • Lessons use a concrete, pictorial and abstract approach to guide children through their understanding of mathematical processes.

  • Children are taught using a range of manipulatives to aid their understanding of concepts.

  • Lessons are structured so that children are taught basic mathematical skills every day and develop these in their long-term memories.

  • Children self-select their level of ability for independent activities and tasks.

  • A range of pre-teaching occurs to help instill confidence in those children who find new mathematical concepts challenging.

  • All children have the opportunity to reach enrichment activities in order to deepen their understanding.

  • Home Learning is given to develop, review and further embed children's mathematical learning.

  • Rapid Recall Cards are sent home termly.

  • Where possible, links are made with other subjects across the curriculum.



As a result of our teaching you will see:


  • Engaged children who are all challenged.

  • Confident children who can all talk about mathematics and their learning and the links between mathematical topics.

  • Lessons that use a variety of resources to support learning and add challenge.

  • Different representations of mathematical concepts.

  • Learning that is tracked and monitored to ensure all children make at least good progress. 



Teacher assessment and pupil self-assessment are an integral part of daily mathematic lessons at Sheldwich Primary School. Teachers are expected to mark each lesson and peer and self-assessment is also frequently used within daily mathematics lessons to further the children’s opportunities for learning. Teachers assess formatively in a number of ways in both Key Stages; through questioning in class, from the completed work in books, ‘learning questions’ and the use of past questions from SATS/test papers. In turn, teachers are highly skilled at adapting their planning to meet the needs of their children. Regular assessing of the understanding of concepts also takes place after topics have been taught. Formal summative assessments (PuMA) are delivered during Terms 2, 4 & 6 for Year 1 – Year 6.

Children also take part in the statutory assessments listed below:

  • Reception Baseline Assessment

  • Year 4 Multiplication Tables Check

  • End of KS2 SATS

Reporting to Parents and Carers takes place on a regular basis through informal updates if/when required, during consultation sessions held twice a year and through a formal written ‘Mid-Year’ and ‘End of Year’ report.

Rapid Recall Cards