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St John The Baptist Catholic Primary School

We will prepare the way by loving, living and learning with the Lord

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Mathematics Curriculum Statement


At St John the Baptist, we take a mastery approach to the teaching and learning of mathematics.  Essentially, our ethos is that all children can be successful in the study of mathematics. We do not accept that ‘some children cannot do maths’ or that children should be limited by prior attainment; maths is for everyone. We teach the skills to ensure our children are resilient learners who become life-long mathematicians. We aim to deliver an inspiring and engaging maths curriculum through high quality teaching.


Maths in Early Years

Our EYFS at St John’s provides an engaging and encouraging climate for children’s early encounters with mathematics. This develops their confidence and their ability to understand and use maths and is the foundation for their future maths learning.

We are passionate about the teaching of early mathematics. We actively introduce mathematical concepts, methods, and language through a variety of engaging and stimulating practical experiences, both within the classroom and in the outside environment. We guide children to see connections of ideas within maths as well as with other subjects, developing their mathematical knowledge throughout the day and across the curriculum. We encourage children to communicate, explaining their thinking as they interact with maths in a deep and sustained way.

We ensure that children have sufficient practice to be confident in using and understanding numbers which provides a strong basis for more complex learning later on. Focus is placed on the use of concrete resources to develop deep structural knowledge and the ability to make connections, with the aim of ensuring that what is learnt is sustained over time.

Maths in Years 1-6

We are committed to ensuring that all children are mathematically proficient and confident in the use of maths in their everyday lives. To achieve this, we teach for maths mastery designed to ensure all children develop a deep and sustainable understanding of age-appropriate mathematical concepts, which can be built upon in the future. We believe that every child can achieve and encourage the growth mindset ‘can do’ attitude. Pupils learn to think mathematically to find patterns, connections and relationships between different concepts.

Building on relevant educational research, our maths curriculum has been responsive to the concept of retrieval practice and we understand that children need regular opportunities to revisit prior learning in order to commit mathematical understanding to long term memory.

We teach maths using the Power Maths scheme, which is a whole-class, textbook-based mastery resource. It is based on a small-steps approach, which means the concepts are broken down so the children can acquire a deep, long-term, secure and adaptable understanding. It has been designed to support and challenge all pupils, and is built on the belief that everyone can learn maths successfully, by building number fluency, confidence and understanding, step by step. By taking a Concrete, Pictorial, Abstract (CPA) approach, Power Maths allows children to tackle concepts in a tangible and accessible way. All ideas are built on previous knowledge and pupils have lots of opportunity to recognise relationships between topics.

Lessons typically are split into six parts:

  1. Power Up- each lesson begins with a Power Up activity which supports fluency in key number facts and reinforces key skills such as times-tables, number bonds and working with place value. The whole-class approach depends on fluency, so the Power Up is a powerful and essential activity.
  2. Discover- the class are given a problem to solve, often a real-life example, sometimes a puzzle or a game to explore, which introduces the new learning. These are engaging and fun, and designed to get all children thinking. It is usually completed in pairs with concrete materials.
  3. Share- the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with hands-on resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.
  4. Thinking Together- the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations while being challenged to apply their understanding in different ways and with increasing independence. It follows the ‘I do, we do, you do’ structure, which gives the children opportunities to think together in their groups and also work independently.
  5. Practice- now children practice individually or in small groups, rehearsing and developing their skills to build fluency, understanding of the concept and confidence. The children are encouraged to use concrete materials and mathematical representations and structures to support their understanding as necessary.
  6. Reflect- finally, children are prompted to reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson.

Fluency comes from deep knowledge and practice. At early stages, explicit teaching of multiplication tables is important in the journey towards fluency and contributes to quick and efficient mental calculation. We teach multiplication both through progressive teaching sequences and through multiplication chanting and recall of the times tables appropriate for each year group. At St John’s we teach multiplication tables in the following year groups so that children are proficient in the rapid recall of all multiplication tables up to 12×12 by the end of Year 4

– Year 2: 2s, 5s and 10s

– Year 3: 3s, 4s and 8s

– Year 4: 6s, 7s, 9s, 11s and 12s.

We also use Numbots and Times Tables Rockstars as tools to help pupils develop fluency in number facts and multiplication tables in school and at home.


When we plan our lessons and sequences of lessons we structure the learning so that all pupils work through new content together as a whole group.  Although we do not differentiate the learning task by reducing the level of difficulty for certain groups, the questioning and scaffolding that individual children receive in class will differ. Teachers allow time for children to fully understand, explore and apply ideas, rather than accelerate through new topics.  Pupils’ difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention. This approach enables pupils to truly grasp a concept.

How we assess:

There is an end of unit check for each Power Maths unit which assesses the understanding of the children for that unit.

At the end of every half-term we carry out summative assessment using the Power Maths assessments (Y1-6) and Star Maths online assessments (Y3-6). This enables the curriculum planning for the next half-term to be adapted to meet the needs of our children.


Please click the links below for the yearly and termly overviews for each year group:

Please find below our calculation policies which follow the Power Maths scheme:

Please see the knowledge organisers for each unit:

For more information about the mastery approach, please see the leaflet below:

Please see the link to expected vocabulary in each year group: