Maths Curriculum
Intent, Implementation and Impact Statement

At St Francis School, we believe all children can achieve in mathematics. We teach the skills necessary so that children can select which mathematical approach is effective in different scenarios. We aim to deliver an inspiring and engaging mathematics curriculum through high quality teaching. This approach enables the children to be numerate, creative, independent, inquisitive, enquiring and confident. A mastery curriculum promotes a deep, long-term, secure and adaptable understanding of the subject, so that children are fluent at mathematics; possess a growing confidence to reason mathematically and the ability to apply maths to solve problems. We endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them throughout their lives.


The intention of the Maths curriculum at St Francis School is for its pupils to become competent mathematicians. At St Francis School, we develop children’s enjoyment of maths and provide opportunities for children to build a conceptual understanding of maths before applying their knowledge to everyday problems and challenges. We provide challenge for all our children and provide them with the support they need to push boundaries and deepen their understanding further.



At St Francis, we recognise that children need to be confident and fluent across each yearly objective. To ensure consistent coverage, practitioners in each year group follows the White Rose Maths Hub approach to learning to support their planning.  High quality resources are used in conjunction with White Rose, such as NRich and NCETM to support, stretch and challenge all children within the classroom.  In addition, the school’s calculation policy is used to ensure a coherent approach to teaching the operations across our school.

Our curriculum builds on the concrete, pictorial, abstract approach. By using all three, the children can explore and demonstrate their mathematical learning. Together, these elements help to cement knowledge so children truly understand what they have learnt.

All children when introduced to a new concept for the first time are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. Throughout St Francis School you will see these three methods being used:

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using these pictorial representations, which can then be used to reason and solve problems.

Abstract – with the foundations firmly laid by using the concrete and pictorial methods the children can move onto an abstract approach using numbers and key concepts with confidence.

Throughout our school, maths develops in this way:


Teaching within EYFS is aiming to nurture all children as confident, capable mathematicians for the future. Teaching focuses on developing firm mathematical foundations in ways that are engaging and appropriate for their age. Daily opportunities are carefully planned, so that children can experience ‘hands on maths’ using authentic real life resources.

Key Stage 1

Teaching throughout Key Stage 1 ensures that all children are confident to manipulate numbers up to 100. Our curriculum gives the children opportunities to develop their competency in place value and the four operations. Teaching focuses on concrete, pictorial and mental strategies that equips children with the readiness for more abstract concepts that are taught in Key Stage 2. Teachers model mathematical vocabulary and expect the children to do the same within their work.

Key Stage 2

Teaching throughout Key Stage 2 builds on the solid foundations of the previous key stages. Throughout Year 3 the children are introduced to formal calculation methods and these are built on each year in line with age related expectations. The children are given regular opportunities to reason and solve problems in real life contexts. Teachers help to develop the children’s conceptual understanding that prepares them for the statutory end of key stage assessments.


Summative assessment takes place at the end of each term and children’s progress and attainment are discussed by teachers, with members of SLT, in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. POP tasks are used at the end of units of learning throughout the school to ensure understanding and progression within units. Following these tasks, appropriate intervention is planned for those children that need further consolidation of skills. In addition, we place a strong emphasis on the power of questioning at St. Francis: this enables us both to explore topics together as a class as well as verbally develop reasoning skills during our lessons. Leaders monitor the effectiveness of teaching frequently through lesson observations, book scrutinies and pupil interviews.