At Whaplode C of E Primary, we recognise the importance of ensuring our children feel comfortable and confident to discuss mathematical concepts and the ‘mechanics’ of maths as well as being able to apply their knowledge in a range of settings. Due to this, our Maths Curriculum has been designed to ensure it provides children with the opportunity to develop a deep understanding of mathematical concepts, in turn enabling them to become articulate and analytical mathematicians who are able to apply skills and knowledge in everyday life.

By developing a sound understanding of the basic concepts in Maths, pupils can then advance through our progressive curriculum making good personal progress, in turn building on prior knowledge and applying the skills in a range of settings.  This, along with the provided opportunities to apply newly acquired skills, ensures children can become well rounded mathematicians drawing on an array of knowledge.  The result of this will be children who can ask and answer questions, making links between different areas within Maths, and clearly communicate their thoughts and understanding effectively and feel comfortable to take risks.


At Whaplode, we use the White Rose resources to form the backbone of our curriculum along with the Jenny Cook Calculation Policy. This ensures we have appropriate coverage of the National Curriculum objectives and there is clear progression throughout the school. Class teachers supplement this with other resources such as the NCETM materials as well as websites such as Classroom Secrets, Deepening Understanding and Primary Stars.

In EYFS, to supplement White Rose, we use the Birth to Five documents and Development Matters.

We employ the Concrete, Pictorial, Abstract (CPA) approach so every child, regardless of ability, is given the opportunity to use manipulatives to explore new concepts before moving on to other representations. Children are also given opportunities to solve fluency, reasoning and problems solving tasks at each stage of their learning so that they achieve mastery of mathematical concepts before moving on to new learning.

We use the online tools such as TTRockstars and Mathletics to further support learning. Relevant homework tasks are set weekly/fortnightly. Wherever possible, links are made with other curriculum areas, particularly in Science and DT.

If it is found that children have gaps in their understanding, we use appropriate intervention strategies and scaffolds to close those gaps.

Ongoing assessment for learning is used to inform teaching and next steps.


Key mathematical vocabulary is modelled by the adults working with the children and it is expected the children will then use them also.

Vocabulary for current learning is displayed on working walls. This may be as an individual word or how it can be used to support mathematical thinking and reasoning in sentence stems.


We use PUMA assessments at 2 points (Spring and Summer) throughout the year to monitor progress in maths alongside teacher assessments. Teachers use White Rose Maths end of unit assessments to support teacher assessments. These can also be used to identify areas in the unit children are exceeding or struggling with.