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Mr Rose Mr Calver
Mathematics Team Mathematics Link Governor


Mathematics Overview & Key Documents

Below is our whole school Maths overview for this academic year. For more detailed information about Maths, please view the termly overviews within each of the year group class pages.

Intent - What do we want children to learn?

At Carlton Colville, Mathematics teaches children how to make sense of the world around them through developing their ability to calculate fluently, reason and solve problems. It enables children to understand relationships and patterns in both number and space in the world around them. Through their growing knowledge and understanding, children learn to appreciate how Maths is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

To be a mathematician at Carlton Colville we focus on the following mathematics learning intentions:

  • to teach the children to see themselves as Mathematicians, think like Mathematicians and develop a growth mindset that ensures effective learning;
  • to broaden and deepen children’s conceptual knowledge, skills and understanding alongside developing their procedural fluency on a journey towards mastery in Maths;
  • to promote confidence and competence with understanding and using numbers and the number system, developing good ‘number sense’;
  • to equip children with the ability to reason, generalise and make sense of solutions;
  • to develop the ability to solve problems through decision-making and reasoning in a wide range of contexts, and in other curriculum areas;
  • to develop children’s ability to move between concrete, iconic/pictorial and symbolic/abstract representations fluently and confidently;
  • to make connections within Maths as well as understanding the importance of mathematics in, and making connections with, other curriculum areas (including STEM subjects) and everyday life;
  • to promote enjoyment and curiosity in Maths through practical activity, exploration, investigation and discussion;
  • to develop an appreciation of the beauty and power of mathematics;
  • to develop a practical understanding of the ways in which information is gathered and presented;
  • to explore features of shape and space, and develop measuring skills in a range of contexts;
  • to enable children to select and use a range of mathematical tools effectively;
  • to promote and provide opportunities for children to develop the core learning skills of confidence, determination, curiosity, aspiration, teamwork, independence, communication and focus in, and through, Mathematics.

Implementation - How are we going to achieve our intent?

Our Mathematics curriculum is led and overseen by the Mathematics Subject Leader. A regular programme of monitoring, evaluation and staff support takes place along with the celebration and sharing of good practice. The school understands that it is crucial for all staff working with pupils to have both good subject knowledge and good pedagogical knowledge in order to help pupils make the best progress possible in Maths. There is an ongoing commitment to evolve and improve the quality and impact of Mathematics on offer to all the children. 

In accordance with our ‘Mastery’ approach there are no fixed ‘sets’ or in-class groupings used. During our daily lessons we encourage children to ask as well as answer mathematical questions. Wherever possible, we provide meaningful contexts and encourage the children to apply their learning to everyday situations. At all times the policy aims/intention points are the drivers behind the planning and delivery of lessons.

We aim for children to achieve mastery of the key areas and domains in Maths, maximising attainment and progress for all pupils. We believe that conceptual fluency and procedural fluency should be developed in tandem, with neither being at the expense of the other, however we recognize and understand that they do not always necessarily develop at the same time or rate. There are times when one will develop in advance of the other- this is fine so long as the other is not forgotten and continues to develop. The end goal is mastery of both elements. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on. We achieve this through a range of strategies, such as the use of differentiated challenges, booster programmes (such as 1stClass@Number and Success@Arithmetic) and SEN intervention programmes (such as Dynamo Maths, Numicon-Closing the Gap, Plus 1 and Power of 2 1:1 programmes). There is also the use of peer-support pairs and guided or targeted input from the teacher, teaching assistants and learning support assistants. Teaching assistants support all children, based on ongoing formative assessment.

We aim to create a rich and stimulating Maths environment that promotes learning and independence. We develop pupils’ ability to independently select and use appropriate concrete apparatus to support their conceptual understanding and build procedural fluency as part of the ‘Concrete-Pictorial-Abstract (CPA) approach. They have the opportunity to independently access and use a wide range of resources, such as bead frames, bead strings, number lines, Dienes/ Base 10 apparatus, place value counters, Numicon, multilink, place value cards, Cuisenaire rods and other small apparatus to support their work. We develop the children’s ability to represent problems using visualisation skills, jottings and pictorial representations such as Empty Number Lines, the ‘Bar Model’, 100 squares and their own ideas. Mathematical dictionaries are available and their use is encouraged whenever and wherever appropriate. Digital resources may be used in mathematics lessons for modelling ideas and methods.

The school understands that it is crucial for all staff working with pupils to have both good subject knowledge and good pedagogical knowledge in order to help pupils make the best progress possible in Maths. All staff can continually liaise and get support from the Maths subject leader. The work of the subject leader involves supporting colleagues in their teaching, being informed about current developments in the subject, ensuring relevant high-quality CPD is provided and providing a strategic lead and direction for mathematics in the school through an Action Plan (informing the School Development Plan) that is evaluated and reviewed on an ongoing basis.

Where possible we seek to offer extra-curricular and enrichment opportunities to pupils. The nature of these opportunities can vary but may include (and previously has included) such opportunities as:

  • Participation in ‘AIM High’ Maths Enrichment sessions involving other schools, delivered by ‘Authors Abroad’;
  • Participation in inter-school Maths competitions and tournaments, such as the Inter-School Times Tables Competition and the Eastern Maths
  • Confederation Maths Tournament at Lowestoft 6th Form College;
  • Participation in’ Maths Week England’ activities;
  • Special Maths Days at school eg ‘The Crystal Maze’ whole school Maths event;
  • Maths visitors from industry to run workshops eg Barclays/Halifax;
  • Application of Maths knowledge during STEM/Engineering activities/clubs.

Impact - What will it look like when we have achieved our intent?

Impact Examples Include


Through the explicit teaching of the Mathematical knowledge and skills, both the teachers and the pupils assess their learning continuously throughout the lesson. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time. 

Pupil Voice

Harry - “We’ve been learning how to use subtraction from 10 to help with bigger numbers . For example if you want to do 40 - 7 then you can use 10 - 7,  which is 3, so the answer is 33. Maths is really fun, I find it relaxing.”

Maisie - “Using Base 10 and Numicon really helps me with my learning.”

Azlan - “We’ve learned how to round numbers and also written methods of subtraction with bigger numbers. I’m really good at Maths and it’s quite fun as well.”

Kona - “I’ve practised lots and I’ve got really into Maths.”

Mathematics in Action

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