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Maths at Prince Rock

Maths Rationale


Across all LAT schools, we aim to provide rich and varied learning experiences that focus on the real, relevant and purposeful; allowing pupils to develop their skills and abilities so that they may begin to mathematically understand the world around them. Children are encouraged to explore and enjoy maths across the curriculum – bringing meaning and relevance through the interconnection of subjects such as Science, Computing and DT. We aim to cultivate enthusiastic mathematicians by enhancing their knowledge and understanding through practical experiences and investigative work; stimulating a curiosity for the beauty of mathematics.


As Maths is progressively developed across learning, there will be opportunities to experience breadth, depth and challenge through a variety of approaches. The aims of teaching Maths, as outlined in the National Curriculum, are to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.



The principal focus of mathematics teaching in the EYFS is to provide the children with a solid foundation of the understanding of number. Children build up their fluency in counting small numbers of items, comparing numbers and solving problems. Pupils also focus on the exploration of shape, pattern and measurement. In line with the whole school approach to mastery, the EYFS also focuses on deepening children’s understanding of core mathematical concepts. This is through a wide range of practical contexts as well as informally through play-based activities.

Within the EYFS at Prince Rock, both regular daily whole class lessons and more informal mathematics sessions take place as well as providing opportunities for the children to develop mathematical understanding and vocabulary through child initiated play.


Key Stage 1:

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.


Lower Key Stage 2:

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.


Upper Key Stage 2:

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.