• To be fluent in the fundamentals of mathematics, including 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. To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. 

  • To 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. 

  • To provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. 

  • To prepare our children for a successful working life through sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. 

  • To be confident in using pictorial representations and concrete resources to solve maths problems. 

  • To have rapid recall of number facts and timetables (whilst also recognising the inverse). 

  • To ensure our children have a broad range of maths experiences across the curriculum so that our children have high aspirations for the future. 

  • To apply mental strategies in order to efficiently develop their learning. 


  • At SMRP, we are using the White Rose scheme of work to the implementation of our maths curriculum. Through this, the children are exposed to fluency, problem solving and reasoning in line with the national curriculum expectations. 

  • Medium term plans are used that ensure maths areas are taught in blocks to allow our children to be immersed fully into the maths area whilst being able to deepen their understanding. 

  • SMRP’s calculation policy is used across the school to ensure that there is a clear progression and consistency of calculation methods. 

  • We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). 

  • Lesson starters are used to quickly recap the previous learning to ensure that maths concepts have been learnt and remembered. 

  • Pre teaching, catch-up sessions and short maths interventions are used to support the children in consolidating their maths understanding and to ensure that any misconceptions are quickly addressed. 

  • Through our teaching, we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. 

  • Cold and hot assessment tasks are used at the beginning and end of each maths block so that progress can monitored and gaps can be easily identified before the unit has been taught 

  • In terms 2, 4 and 6, summative assessments (NFER and SATs) are used to monitor the progress and attainment of the children’s maths understanding. The results form discussions during termly Pupil Progress Meetings which ensures that we are providing excellent maths provision for every child. 

  • Children at SMRP use Times Tables Rockstars and Numbots outside of the class to support their fluency and quick mental recall of known number facts. 

  • Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects. 

  • Mental Maths is discreetly taught once a week from Year 1  to Year 6. 


St Mary Redcliffe Primary School Maths Impact

Maths Downloads

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  • Windmill Close Windmill Hill Bristol BS3 4DP

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