At Altrincham CE, we believe that mathematics is an essential life skill that helps children understand the world around them. We strive to develop confident, resilient and enthusiastic mathematicians who enjoy challenge, think logically and approach learning with curiosity.

We believe that all children can succeed in mathematics through a deep understanding of key concepts. By providing time to explore, investigate and make connections, pupils develop secure mathematical knowledge and become fluent in the fundamentals of mathematics. Through rich learning experiences, they learn to reason mathematically, explain and justify their thinking, and apply their understanding when solving a range of problems.

We encourage pupils to become independent and reflective learners who persevere when faced with challenges and recognise the value of mathematics in everyday life. By fostering a positive mathematical culture, we aim to ensure that every child leaves Altrincham CE as a confident, capable and successful mathematician.

We aim for all pupils to:

• Become fluent in the fundamentals of mathematics, developing secure conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically, making connections, identifying patterns, explaining their thinking and using mathematical language to justify and prove their ideas.
• Solve problems confidently and effectively, applying their mathematical understanding to a variety of routine and non-routine contexts.
• Develop resilience, curiosity and independence, embracing challenge and persevering when faced with complex problems.
• Recognise the value and relevance of mathematics in everyday life and across the wider curriculum.

White Rose Maths

At Altrincham CE, we deliver mathematics through a structured and systematic approach that ensures all pupils have the opportunity to develop a deep understanding of mathematical concepts and achieve mastery. Our curriculum is carefully designed to build knowledge and skills progressively, enabling children to become fluent, confident and successful mathematicians.

Structured daily lessons

Mathematics is taught through structured daily lessons that incorporate the three key elements of mastery:

• Fluency – developing efficient and accurate mathematical skills.
• Reasoning – explaining, justifying and proving mathematical thinking.
• Problem Solving – applying knowledge to a range of routine and non-routine contexts.

This balanced approach ensures children develop both procedural fluency and conceptual understanding.

Mental Arithmetic

From the summer term of Year 1, pupils participate in a weekly Mental Arithmetic session using the Schofield & Sims Mental Arithmetic programme. Children progress through the books at their own pace, revisiting a wide range of mathematical concepts and developing fluency, accuracy and flexibility across different areas of mathematics.

Mastering number programme

In Reception and Key Stage 1, daily teaching is enhanced through the Mastering Number Programme, led by Maths Hubs and coordinated by the NCETM. This programme focusses on developing strong number sense and secure understanding of number relationships. It promotes fluency and flexibility with number facts, providing strong foundations for future mathematical learning.

Concrete, Pictorial and Abstract approach (CPA)

Across all year groups, teachers use the Concrete, Pictorial and Abstract (CPA) approach to support mathematical understanding.

• Concrete – children use practical resources and manipulatives to explore concepts.
• Pictorial – visual representations are used to model and represent ideas.
• Abstract – children apply their understanding using mathematical symbols and formal methods.

This approach helps pupils make connections between representations and develop a deeper understanding of mathematical concepts.

Professional development and collaboration

We are committed to continually improving the quality of mathematics teaching through ongoing professional development. Staff engage in training, professional reading and Maths Hub opportunities to deepen subject knowledge and pedagogical expertise.

Staff meetings provide opportunities for teachers and support staff to share effective strategies, discuss current developments in mathematics education, and reflect on teaching practices. Mathematics book looks are carried out to celebrate strengths, identify areas for development, and ensure consistency across year groups. This process allows leaders and teachers to work together to maintain high standards, monitor pupil progress, and share examples of excellent practice.

A key focus of our professional development is ensuring consistency in teaching approaches, mathematical language, representations, and methods. By developing a shared understanding of effective maths teaching, we create a coherent learning experience for pupils as they move through the school, enabling them to build confidence and achieve success in mathematics.

Assessment and feedback

Assessment is an integral part of our mathematics curriculum and is used to inform teaching and maximise pupil progress.

• Formative assessment is used daily through questioning, observation, discussion and review of pupils' work.
• Summative assessments are carried out at key points throughout the year to evaluate understanding and identify next steps.
• Progress tracking enables teachers to identify pupils requiring additional support or challenge, ensuring that all learners make strong progress from their starting points.

Timely feedback helps pupils recognise successes, address misconceptions and improve their learning.

Parental engagement

We recognise the important role parents play in supporting children's mathematical development. To strengthen the home-school partnership, pupils are provided with regular mathematics homework through MyMaths. This platform allows children to practise and consolidate learning while enabling parents to engage with and support their child's mathematical journey. Children in year 3 and 4 also engage in TTRS which is online maths programme designed to help children become quicker and more confident with their multiplication and division facts ready for them to take their multiplication times table check at the end of year 4.

Through high-quality teaching, carefully sequenced learning, effective assessment and strong partnerships between school and home, we ensure that all children at Altrincham CE are supported, challenged and equipped to become confident, capable and successful mathematicians. Using a concrete, pictorial and abstract (CPA) approach, children develop a deep understanding of mathematical concepts by progressing from hands-on experiences, to visual representations, and finally to abstract reasoning and fluency, enabling them to apply their learning with confidence and independence.

The impact of the mathematics curriculum at Altrincham CE is continually monitored to ensure that all pupils develop the knowledge, skills and confidence needed to become successful mathematicians. Through our structured and mastery-focused approach, children are supported to develop a deep understanding of mathematical concepts, enabling them to make strong progress from their starting points.

We are committed to ensuring that by the end of Key Stage 2, pupils are fluent in the fundamentals of mathematics, able to reason mathematically and confidently apply their knowledge to solve a wide range of problems. Our pupils leave Altrincham CE as resilient, independent and reflective learners who recognise the importance of mathematics in everyday life and future learning.

The impact of our mathematics curriculum can be seen through the following outcomes:

Fluency and mathematical understanding

Secure Mathematical Foundations

Pupils develop fluency in calculation, number facts and key mathematical concepts through regular practice, Mental Arithmetic sessions and the Mastering Number programme. They can recall and apply knowledge accurately and efficiently.

Deep Conceptual Understanding

Through the White Rose small steps approach and the use of CPA representations, children develop a secure understanding of mathematical concepts and are able to make connections across different areas of mathematics.

Problem solving

Confident Application of Skills

Pupils apply their mathematical knowledge to a range of routine and non-routine problems, including those linked to real-life contexts. They are able to select appropriate strategies and explain their methods.

Resilience and Independence

Children approach challenges with confidence and perseverance, demonstrating the ability to work through problems systematically and learn from mistakes.

Mathematical reasoning

Reasoning and Justification

Pupils use mathematical language to explain, justify and prove their thinking. They can identify patterns, make connections and follow lines of enquiry with increasing confidence and accuracy.

Mathematical Discussion

Children regularly engage in discussion, questioning and collaborative learning, enabling them to articulate their thinking and deepen their understanding.

Assessment and progress

Assessment is used effectively to identify strengths, address misconceptions and ensure all pupils make sustained progress.

In 2025/26 Y6 pupils achieved strong outcomes in mathematics, with 75% of children reaching the expected standard, demonstrating secure understanding and application of key mathematical concepts. Furthermore, 47% of pupils achieved the higher standard, which is significantly above the national figure of 27%. This strong performance highlights the effectiveness of the school's mathematics curriculum, high-quality teaching, and the consistent challenge provided to pupils. The proportion of children attaining the higher standard reflects strong depth of understanding and problem-solving skills, ensuring that pupils are exceptionally well prepared for the next stage of their education.

This is monitored through:

• Ongoing formative assessment during lessons through questioning, observation and pupil discussion.
• End of-unit assessments linked to the White Rose Scheme of Learning.
• Mental Arithmetic assessments through the Schofield & Sims programme.
• Termly and annual summative assessments.
• Pupil progress meetings and tracking systems that identify pupils requiring support or additional challenge.
• End of Key Stage assessments, including KS2 SATs.
• EYFS assessments, including the Good Level of Development (GLD), which demonstrate strong foundations in early mathematics.

Confidence, engagement and attitudes towards mathematics

Positive Mathematical Mindsets

Pupils develop confidence in their mathematical abilities and understand that challenge and mistakes are valuable parts of the learning process.

Enjoyment and Engagement

Children engage positively in mathematics lessons and demonstrate enthusiasm when investigating, reasoning and solving problems. They recognise mathematics as a meaningful and relevant subject that connects to everyday life.

Prepared for future learning

By the time pupils leave Altrincham CE, they have developed the fluency, reasoning and problem-solving skills needed for the next stage of their education. They are equipped with the confidence, resilience and independence to apply mathematics across the curriculum and in real-world situations.

The impact of our mathematics curriculum is evident in the progress children make, the confidence they demonstrate and their ability to think mathematically. Through high-quality teaching, effective assessment and a mastery approach, we ensure that all pupils are well-prepared for future success and leave Altrincham CE as capable, curious and confident mathematicians.

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