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Building on Meanwood’s vision and values and the National Curriculum for Mathematics, we aim to provide an exceptional mathematics education that embraces our school vision. The basic skills of mathematics are vital for the life opportunities for our children.


Open Hearts – We create a cooperative learning environment, encouraging children to work together, share ideas and learn collaboratively. 

Open Minds – We inspire our children to strive for excellence in mathematics, supporting them to develop fluency in mathematical fundamentals through regular practice and increasingly complex problem-solving. We celebrate their achievements and encourage them to reach their full potential. 

Open Arms – We foster empathy in our pupils, encouraging them to understand and appreciate different perspectives and approaches to mathematics. We promote an inclusive environment where all learners feel valued and supported in their mathematical journey.



At Meanwood, we are dedicated to nurturing our pupil’s mathematical abilities, fostering a love for the subject, and developing their critical thinking and problem-solving skills. By integrating the school vision into our mathematics curriculum, we aim to create a learning environment that promotes collaboration, celebrates achievement and fosters empathy and respect. We strive to inspire our pupils to become lifelong learners who are confident in their mathematical abilities, capable of applying mathematical concepts in real-world contexts, and equipped with the skills necessary for success in their future endeavours. Through our commitment to excellence, inclusivity and holistic development, we aim to empower our pupils to make a positive impact in their communities and the wider world. 



At Meanwood, we follow the White Rose Maths Schemes to support our long term planning (what we teach when) and use their small steps to create our lessons. White Rose suggests how long to spend on each block of learning, but the length of time spent is down to individual teachers to decide what is best for their classes’ learning. Teachers assess the children’s recall of prior learning, then build the current teaching upon that. We ensure coverage of the National Curriculum by using the White Rose Ready to Progress mapping.


Within our lessons we include the following aspects:

  • CPA approaches
  • ‘I do’ (modelled) approach, exemplifying the primary skill of the lesson, ensuring clarity and comprehension. ‘We do’ (guided), students collaborating in pairs, groups, or as a class, facilitating peer learning and interaction. Finally, ‘you do’ (independent), allowing children to independently apply their newfound knowledge. This cycle continues until the targeted learning objective is achieved.
  • Mathematical talk and questioning
  • Problem solving and reasoning embedded throughout the curriculum. Some students may require additional scaffolding at this stage of the lesson to ensure their success, fostering an inclusive learning environment for all.
  • No child left behind approach
  • Stem sentences to provide scaffolding to help the children explain their thinking and embed concepts



At Meanwood our aim is keep all the children working together at broadly the same place by taking small steps in learning.

Formative Assessment

The children’s progress is assessed using regular formative assessment in lessons through questioning, regular retrieval practice, assessment of work in books and feedback. Before each block of learning, the children complete a pre-knowledge check based on the previous year’s learning. This allows teachers to teach any necessary connected knowledge prior to the starting the new block of work to support the needs of pupils in their classes. At the end of each unit, children will complete end of block quizzes. These inform the teacher of any children that need further consolidation and/or intervention. 

Summative Assessment

Summative assessment in Mathematics takes place at the end of every term in line with our school’s schedule. This takes the form of White Rose Maths termly assessments. Both Arithmetic and Reasoning & Problem-Solving papers are analysed to help identify vulnerable individuals and to ensure children and classes are on track and progressing effectively. In year 4, the children complete the Multiplication Tables Check (MTC) in June each year as well as interim data capture points throughout the year. Year 6 complete previous SATs papers in the Autumn and Spring terms, prior to taking part in the Statutory Assessment Tests (SATs) that takes place in May each year.

Tracking Pupil Progress

In mathematics children are tracked in multiple ways:

· Baseline assessment in EYFS and tracking against Early Learning Goals

· Teacher assessment data tracking on FFT

· MTC simulation tracking each term in Year 4 using TTRockstars’ OUMTC

· Tracking of EYFS to end of KS2 statutory assessment data

· Individual progress is reported to parents through two termly Parents’ Evenings and an end of year report 

Staff Development

Training needs are identified as a result of whole school monitoring and evaluation, performance management and through self-analysis. The subject leader is keen to share best practice and disseminate up-to-date initiatives to staff via planned CPD and development time. This will ensure the subject is constantly evolving to meet the demands of curriculum expectations. In addition, the subject leader and a KS1 member of teaching staff are attending a work group at the West Yorkshire Maths Hub and all teaching staff are receiving CPD from White Rose Maths. 


The subject leader, SLT and Governors all play a role in the monitoring of Mathematics at Meanwood. Regular monitoring via learning walks, book looks and pupil/staff voice feedback ensures the subject is constantly being reviewed and regulated to ensure the best learning opportunities for all.

Calculation Policy

Making 3-D Shapes

Multiplying and Dividing by 10

Place Value

Column Addition

Column Subtraction