In partnership with
In partnership with


Our Vision

Our vision at Colvestone is to nurture a life-long love and confident use of Maths. We aim for the mathematics curriculum to be inspiring and engaging which enables children to be numerate, creative, independent, inquisitive, enquiring and confident mathematicians, who are able to solve problems that will become an integral part of their future.

Through their school career they are able to develop and identity as a mathematician, so they are ready for Secondary School. Maths is an integral skill that will support children’s readiness for the world. Essentially, we want children to love Maths.


  • Ensure that the Maths curriculum equips teachers with the knowledge and understanding to ensure all pupils are confident in arithmetic and reasoning.
  • Outline our approach to ensure that all children receive a progression of key skills and knowledge in Maths.
  • All pupils become fluent in the fundamentals of maths, so that they have a conceptual understanding and are able to recall and apply their knowledge rapidly and accurately
  • To develop pupil’s ability to communicate information and ideas, orally, graphically and symbolically, using precise mathematical language
  • Pupils to acquire increasing precision in use of language and written procedures interpreting diagrams and notation, providing explanations and reasons for their methods and choices.
  • Help children recognise the value of Maths as a life skill and solve problems by applying their mathematical knowledge to a variety of problems.
  • To foster a love of maths
  • To provide equal opportunities for all pupils to learn maths, irrespective of race/gender/class/ability and have high expectations for all. To achieve this, we use a ‘Mastery’ approach to our lessons, whereby children are taught through whole-class interactive teaching where the focus is on all children working together on the same lesson content at the same time to master the content of the National Curriculum 2014.
  • Explore new mathematical concepts using a CPA (Concrete, Pictorial and Abstract) approach to allow pupils to spend longer on key mathematical concepts in particular number to develop a deep knowledge of key ideas.
  • Maths planning is based on the 2014 National Curriculum and enhanced by a wide range of resources (White Rose and NCETM’s Professional Development documentation (2019). This ensures a progressive and thorough curriculum in every year group. Teachers know which objectives must be taught and assessed in each year group and can follow progressive small steps to ensure pupils have a comprehensive understanding of maths.


We are following the National Curriculum for Mathematics, which aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice, so that pupils develop conceptual understanding and recall and apply knowledge.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and using mathematical language.
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems.

At Colvestone, we plan our maths using the White Rose scheme of work. White Rose teaches children mathematical concepts through pictorial, practical and written methods in order to develop a deep understanding, confidence and competence in Maths and improve fluency. Fluency in Maths is about developing number sense and being able to choose and use the most appropriate method for the task at hand and be able to apply a skill to multiple contexts.

Structure of a maths lesson

In each maths lesson, children will first complete a recap of their prior learning, ensuring they learn and remember more. Following that, they will complete a short mental starter, which will help develop their automaticity which in turn supports them in their arithmetic. They will then have their main teacher input for the lesson. We follow the research that tells us children grasp concepts better when they are taught with concrete and pictorial resources before moving onto abstract concepts, so you will see children using lots of manipulative and pictures in the beginning stages of each unit. The children work their way through a series of tasks before moving onto their next steps. The children’s work is assessed and fed back to immediately as we begin to adopt an ‘over the shoulder’ marking policy. This is based on extensive research that shows children make better, faster progress when feedback is given to them instantly.

Times Table Rock Stars

Ready, set, go! We will be launching Times Table Rock Stars in January 2023. It is a fun and interactive Times Tables learning tool. Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice at rapid recall.  This is especially important as there is a DfE issued Times Table assessment in Year 4 in 2020.  Learning the Times Tables will also allow the children to pass the Head Teacher Times Tables Award (HTTA) where they will go home with a prize, certificate and become a Times Tables Tutor. Your children should have all received login details.  It’s time to start rocking the times tables!

Parent Guide

Play now...

Maths in the EYFS

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically.

Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.

In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes."

Early learning goals that link to maths:

ELG Number -

  • Have a deep understanding of number to 10, including the composition of each number.
  • Subsidise (recognise quantities without counting) up to 5.
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

ELG Numerical patterns -

  • Verbally count beyond 20, recognising the pattern of the counting system.
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

In the EYFS children...

  • Sing lots of number songs and rhymes whilst learning to count forwards and backwards.
  • Learn all about shapes and their properties so that they can describe them in simple terms.
  • Use a range of equipment to explore capacity, weight, size and money in real-life situations (such as tape measures, balances, water toys, a till and coins).
  • Learn number facts such as number bonds and doubles to enable fast recall.
  • Practise counting regular and irregular arrangements of objects accurately.
  • Learn how to add two numbers together and how to subtract a small number from a bigger number.
  • Have daily opportunities to practise their maths skills indoors and outdoors in child-led provision.
  • Are taught how to write numerals.
  • Play lots of games in order to practise counting and recognising numerals.
  • Learn how to put numbers in the correct order on a number-line.
  • Take part in reasoning and problem-solving activities appropriate to their age.

If you would like to know more about this area of the curriculum, please talk to Nasima Ephraim.