Curriculum Statement for Mathematics
At Lancaster Lane, we have high expectations for all children and are committed to raising and maintaining high standards of attainment and achievement in Mathematics. We encourage pupils to develop self-confidence, resilience and enjoyment throughout their mathematical journey.
Through Power Maths, we provide a well-structured, purposeful, logically sequenced and inclusive curriculum that is fully aligned with the National Curriculum and promotes a love of Mathematics. Implemented from Reception to Year 6, Power Maths focuses on developing mastery, enabling children to revisit and consolidate prior learning while exploring mathematical concepts in a variety of engaging ways.
Power Maths combines rich, high-quality visual representations with a coherent curriculum structure, supporting children in developing a deeper understanding of mathematical concepts. Its practice books provide carefully designed, independent tasks that help pupils consolidate and apply their learning. This mastery-focused approach supports Lancaster Lane’s commitment to ensuring all children achieve success and confidence in Mathematics. In addition to Power Maths, we use Mastering Number, a short daily number fluency programme delivered from Reception to Year 4. This programme supports Lancaster Lane’s commitment to developing mathematical mastery by strengthening children's understanding of number and building confidence with key mathematical concepts. To further support the development of fluency and automaticity in number skills, children are provided with regular opportunities to practice and apply their knowledge through a range of engaging activities and consistent stem sentences.
EYFS
Our Pre-School and Reception children follow statements in the ‘Mathematics’ area of the Early Learning Goals to develop their skills in Maths.
Children use an assortment of manipulatives as they develop a secure base of number knowledge and vocabulary. This is incorporated into our Power Maths learning in Reception and through continuous provision in both Pre-School and Reception. Through Power Maths, children begin the year by counting to 5 before comparing groups within 5 and finding number bonds to 5. This is then repeated with numbers to 10. Children also find, name and recognise 3D and 2D shapes before being introduced to measurement. Children explore numerical patterns and patterns of objects. Towards the end of the academic year, children are exposed to counting to 20. Whilst in Reception, children also access mastering number. Here, they learn to subitise and recognise patterns within numbers before exploring numbers as wholes and parts in preparation for Year 1.
Key Stage One
Children begin Year 1 by securing their understanding of numbers to 10 through counting, ordering, comparing, representing numbers, and finding one more and one less than a given number. This understanding is developed throughout Key Stage 1, progressing to numbers within 100. Pupils develop a secure understanding of place value, including partitioning numbers into tens and ones. They learn to add and subtract fluently using a range of methods, with a particular focus on number bonds to 10 and number facts to 20. Children are introduced to counting in multiples of 2, 5 and 10 through practical experiences involving grouping and sharing. In Year 2, they are introduced to the multiplication symbol and begin to develop their fluency and understanding of multiplication facts in preparation for Key Stage 2.
By the end of Year 2, children will have gained experience of fractions, including recognising, finding and describing unit fractions (such as halves, quarters and thirds) and non-unit fractions (such as three-quarters and two-thirds). Throughout Key Stage 1, children learn to measure using both standard and non-standard units, including length, height, mass and capacity. They also develop their knowledge of 2-D and 3-D shapes and their properties. Pupils learn to recognise and use coins and notes, calculate totals and find change in practical contexts. By the end of Key Stage 1, children are able to tell and write the time to the hour, half past the hour, and quarter past and quarter to the hour. Children also explore statistics and position and direction.
Key Stage Two
In Key Stage 2, children build on their understanding of number and place value, progressing to working confidently with numbers up to 10,000,000 by the end of Year 6. They develop fluency in the four operations; addition, subtraction, multiplication and division whilst using a range of efficient written and mental methods. Children learn and secure their multiplication tables up to 12 x 12, enabling them to apply these facts confidently across the mathematics curriculum.
Pupils continue to develop their measurement skills, including length, mass, capacity, area, perimeter and volume. They extend their understanding of the properties of 2-D and 3-D shapes and learn to identify, measure and compare angles, including acute, obtuse and reflex angles.
Building on their learning from Key Stage 1, children develop a deeper understanding of fractions, decimals and percentages. They learn to convert between these forms and perform calculations involving fractions and decimal numbers with increasing confidence and accuracy.
Throughout Key Stage 2, pupils interpret and present data using a variety of graphs, charts and tables, developing their ability to analyse information and solve problems. They are also introduced to negative numbers and learn how to use them in a range of mathematical contexts. In Year 6, children are introduced to algebra, where they learn to use simple formulae, form and solve equations, work with algebraic expressions and substitute values for letters. These experiences prepare them for the transition to secondary mathematics and support the development of strong mathematical reasoning and problem-solving skills.
Inclusion within Maths
At Lancaster Lane, we are committed to ensuring that every child reaches their full potential in Mathematics while accessing the same ambitious curriculum, regardless of ability, social or cultural background, or language needs. This includes pupils with Special Educational Needs and Disabilities (SEND), pupils with English as an Additional Language (EAL), and those requiring additional support.
Leaders and teachers work collaboratively to adapt teaching approaches so that all pupils can fully participate and succeed in Mathematics. High-quality teaching strategies, including explicit modelling, purposeful questioning, collaborative learning and the deliberate teaching of mathematical vocabulary, are embedded throughout lessons. We utilise the ‘I Do, We Do, You Do’ approach to support children in developing confidence and independence in their learning.
All adults within the classroom play an active role in supporting pupils and ensuring that learning is accessible to all. Children are provided with appropriate scaffolds and support strategies, which are carefully matched to their needs and gradually removed as understanding and confidence develop. Power Maths offers a wide range of built-in scaffolds, which complement the additional support provided within our classrooms. Pre-teaching is used across the school to prepare children for new and increasingly complex learning. This enables pupils to develop familiarity with key concepts and vocabulary before they are introduced within whole-class teaching. Children are encouraged to discuss their ideas with learning partners, make connections to prior learning and articulate their mathematical thinking, helping to deepen understanding and build confidence.
Assessment
Mathematics is assessed both formally and informally through a combination of summative and formative assessment. Summative assessments are completed at the end of each unit, alongside termly assessments, to measure pupils’ attainment and progress over time.
Formative assessment is an integral part of everyday teaching and learning, enabling teachers to respond quickly to pupils’ needs by providing appropriate support, challenge and intervention. Following our ‘I Do, We Do, You Do’ approach to teaching, lessons include effective questioning which provides teachers with a final opportunity to assess understanding before pupils begin independent work. This ensures that misconceptions are identified and addressed promptly, allowing all children to access learning successfully.
Assessment information is used by teachers and subject leaders to monitor progress, identify strengths and areas for development, and ensure that curriculum objectives are being taught effectively. The Mathematics Subject Leader analyses assessment data to evaluate the impact of teaching and learning across the school and to ensure that all children are supported and challenged to achieve their full mathematical potential.
Enrichment opportunities across school
TT Rockstars is a popular online game that can be accessed outside school by children, with their school log in information. Alongside this is numbots, which promotes the development of early number skills and embedding basic concepts that can then be built on. Clubs are run by staff members to promote the development of maths skills, such as times tables club and TT Rockstars club.
Last reviewed June 2026
Subject leader: Mr Routledge
The subject leader can be contacted via the school office. Tel: 01772 433641