Mathematics Curriculum



At St Philip's CE School:

Maths Vision

At St Philip’s CE School, maths is fun, engaging and encourages curiosity. We want children to become independent learners who relish a challenge. We want every child to achieve excellence in maths.

Children learn through problem solving, reasoning, use of manipulatives and calculation practice to prepare them for the wide variety of problem solving opportunities they will encounter in their daily lives.


The 2014 National Curriculum for Maths aims to ensure that all children:

1. Become 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

2. Be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

3. Be able 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.



Nelson St Philip's Church of England Primary School aims to provide all children with a broad and balanced curriculum where they will flourish.  Pupils are taught in line with national requirements, and the teachers endeavour to enrich the children’s learning with purposeful and creative learning experiences so that all pupils are fully equipped to be active and positive local, British and Global citizens, as well as prepared for the next phase of their lives.  

In maths, we want all children to leave school at age related expectations.  We value a maths curriculum that is creative and engaging and allows children to be independent thinkers who relish a challenge and are willing to take risks.  We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically.  We want children to develop the necessary skills to be deep thinkers. We want our children to acquire the maths skills that can be recalled quickly and transferred to new learning and in different contexts.  Maths is the foundation for understanding the world and we want our children to be ready for life outside school and be able to apply their knowledge in their everyday lives.



We use Lancashire planning resources in order to ensure that our children have full coverage of the Maths National Curriculum. 

In years 1, 2 , 3, 4 qnd 5,  teachers use the Red Rose Mastery planning scheme which supports the mastery in maths approach to maths. All children are catered for within the maths lessons ensuring that the teacher offers the necessary support and challenge for each individual to make progress. We ensure that maths is taught in creative and engaging lessons using a wide array of maths manipulatives to aid and support our children in their learning.  Maths is widely promoted across the school and our classrooms have working walls that the children can utilise to support their learning and provide extra challenge.

Maths is taught in discrete year groups on a daily basis. Teaching methods include discussions between teacher and pupil, discussions between pupils, practical work, group activities, individual work, practice of basic skills and routines and investigative work. Each lesson begins with a recap of previous learning; this is followed by the main teaching input and pupil activities. The main teaching points are consolidated in a plenary session in which pupils are given time to review, reflect, discuss and evaluate their work and learning.   To help build fluency, ten minutes mental maths takes place daily across KS2.  In KS1, we are part of the 'mastering number project'  which aims to provide a secure firm foundation in the development of good number sense for all children

Learning and Teaching will be based on the Concrete-Pictorial- Abstract model 

  • Concrete is the “doing” stage. During this stage, students use concrete objects to model problems. Unlike traditional maths teaching methods where teachers demonstrate how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. With the CPA framework, every abstract concept is first introduced using physical, interactive concrete materials.
  • Pictorial is the “seeing” stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.
  • Abstract is the “symbolic” stage, where children use abstract symbols to model problems. Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem. The abstract stage involves the teacher introducing abstract concepts (for example, mathematical symbols). Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols (for example, +, –, x, ÷) to indicate addition, multiplication or division.


Support with home learning:


There are lots of great maths sites which can help children practise their maths; some are listed below:

When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help pupils master the times tables. To be a Times Table Rock Star you need to answer any multiplication fact up to 12×12 in less than 3 seconds!

Check your E-mail for your password and login details. Select the link below to play:


Games to play at home


Maths curriculum overview

Files to Download

Find Us

Nelson St Philip's CE Primary School

Leeds Road, Nelson, Lancashire, BB9 9TQ

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T: 01282 614463


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