Curriculum Intent

At Carrington, the aim of our maths curriculum is to provide a curriculum which is accessible to all and will maximise the development of every child’s ability and mathematical understanding. We deliver lessons that encourage risk-tasking and that enable children to discuss mathematical concepts in order to make rich connections across mathematical ideas to develop fluency, reasoning and problem solving. As a school, we believe that a CPA approach and the use of mathematical vocabulary to explore new ideas and address misconceptions, will enable our children to leave as articulate and confident mathematicians who are able to make links and apply their learning to the world around them.

Curriculum Implementation

Foundation Stage

  • Our Foundation Stage teachers use the Early Years Foundation Stage Curriculum to support their teaching of Mathematics in the Foundation Stage. The team also use the White Rose medium term long term plan to organise their teaching effectively.
  • The children have the opportunity to talk and communicate in a widening range of situations and to practise and extend their range of vocabulary and mathematical skills.
  • The children explore, enjoy, learn about, and use Mathematics in a range of personalised situations.
  • Mathematics is planned on a weekly basis and assessed using the criteria from the Early Learning Goals.

Key Stage 1

  • Children in KS1 are taught Mathematics for approximately 1 hour daily in mixed ability class groups.
  • Pupils have at least three maths fluency sessions per week in order to ensure quick recall of number facts and times tables.

Key Stage 2

  • Children in Years 3, 4, 5 and 6 are taught Mathematics in mixed ability class groups and are taught for approximately 1 hour daily.
  • KS2 pupils also complete additional maths fluency activities at least three times per week, based on prior learning, in order to aid retention and fluency


  • Plans are taken from the White Rose scheme and adapted for use at Carrington Primary School.
  • Teachers plan for deep coverage and mastery of the curriculum through both daily maths lessons and additional opportunities to develop mental maths skills.
  • Classes are mixed ability and the groups within classes are fluid.
  • Teachers use a range of grouping methods when planning. No children miss out on the daily mathematics lesson for the class as it is crucial they have access to Quality First Teaching.
  • Plans for daily maths lessons cater for all learning styles through a teach, practise, apply and review approach.
  • Children’s targets are at the forefront of all planning and are reviewed through regular assessment.
  • Lessons include opportunities for:
    • practical activities and mathematical games
    • problem solving
    • individual, small group and whole class discussions
    • open and closed tasks
    • a range of methods of calculating e.g. mental, paper and pencil and calculator

Curriculum Impact

  • Children are fluent in the fundamentals of mathematics and have procedural fluency embedded with conceptual understanding.
  • Children can articulate a depth of understanding going beyond just procedural fluency, and using key mathematical vocabulary.
  • Children can demonstrate the flexibility and fluidity to move between different contexts and representations of maths.
  • Children are able to recognise and use a range of representations of mathematical ideas and concepts.
  • Children are able to reason mathematically – to think mathematically and communicate mathematical ideas


Carrington Maths Policy 2023

Carrington Calculation Policy 2023

Marking Policy 2023