“It is my favourite lesson, especially when learning new skills. It will also help me in the future when I am a nurse.” – Year Four pupil.


Mathematics is essential to many areas of everyday life.  It is critical to science, technology and engineering and is necessary for financial literacy and most forms of employment.  A high-quality education in mathematics is therefore essential in order for children to succeed in life.

At Stobhillgate First School, we believe all children can achieve well and develop a love for mathematics. We follow a Mastery curriculum which is ambitious, accessible to all and maximises the development of every child’s ability.  It is a curriculum that is coherently planned and sequenced through a series of small, sequential steps and it offers both breadth and depth to all learners.  It is also a curriculum that delivers creative and engaging lessons underpinned by the essential elements of a mastery teaching and learning approach. 

Through our mathematics curriculum, we want children to make rich connections between mathematical ideas, developing fluency, mathematical reasoning and competence in solving problems.  We also strive for all of our children to be able to confidently apply their mathematical knowledge and understanding to other subject areas. 

Most importantly however, we want the children of Stobhillgate First School to have a sense of enjoyment and curiosity towards mathematics and to have confidence in their ability as  this, we believe, will enable them to know more and remember more. 

Intent, Implementation and Impact document


Our Maths curriculum ensures coverage of the knowledge, skills and expectations, as set out in the National Curriculum programmes of study, as well as the EYFS framework.  To help us deliver this curriculum, we use White Rose Maths.

We have adapted this scheme to fit the needs of our children using the Department for Education materials, (Teaching Mathematics in Primary Schools Guidance, July 2020) and the National Centre for Excellent Teaching of Mathematics’ (NCETM) Curriculum Prioritisation framework.

In light of disruptions due to Covid, we have adapted the curriculum to meet the needs of the children.  This has been done with reference to the DFE’s Ready to Progress Criteria to ensure that children’s learning in key areas has been prioritised and has helped children to build a secure understanding without ‘gaps’. 

In addition to the daily teaching of ‘maths fluency’, we have also enhanced this across Key Stage One and EYFS to include the NCETM Mastering Number Programme and Time Tables Rock Stars in Key Stage Two.

White Rose Maths – Primary schemes of learning


Summative School data shows that our children perform very well in maths (21/22 academic year):

77% of our Year 2 Children achieved the expected standard in maths, of which 23% achieved Greater Depth.  This was both above national average and moderated by the Local Authority.

On average across the whole school, 80% of children achieved the expected standard, of which 33% were Greater Depth.

70% of our Year Four children scored between 20-25 in the MTC.