Lawley Primary School

"Planting the seeds, growing the future"

Mathematics at Lawley Primary School

Our school vision

The whole school community at Lawley have high expectations for our children, and strive to ensure they leave school as confident, polite and independent young people, with the appropriate skills, values and learning to become successful in whatever their future will be. We aspire to instil in all our children a desire to never stop learning and to have the courage to succeed in whatever they do, across all areas of school life and beyond. At Lawley we are ‘Planting the seeds, growing the future.’

Led by Jennifer Olenik-Pritchard



At Lawley Primary School we are 'planting the seeds, growing the future' and we aim for all our pupils to be confident, independent learners in mathematics.

We believe they should have enthusiasm for mathematical learning and an understanding of how maths is used in everyday life. We aim to for children to become resilient, lifelong learners in Maths.

We use a range of resources to excite pupils by planning engaging and inspiring lessons to address the knowledge, skills and concepts of the National Curriculum, which are at the core of our mathematics teaching.

We aim for our pupils to reach their full potential in mathematics. To become fluent in the fundamentals of mathematics through varied and frequent practice of increasingly complex problems. To reason mathematically using appropriate language decisively and to solve problems using a range of effective and efficient strategies



Our mathematics curriculum follows the guidance provided in the National Curriculum.

In Early Years, we have devised a program of study for maths that incorporates the EYFS statutory framework, Birth to Five matters and Development Matters objectives. This is used to support maths planning, alongside the click4teaching planning document, to help our pupils achieve the Early Learning Goals at the end of Reception. The long-term plan for EYFS identifies the progression of mathematical learning, knowledge and skills across the year and the fictional text that is used to support and compliment the learning for each half term.  

In Key Stage 1 and 2, our sequence of learning is based on a spiral curriculum approach. This involves frequently revisiting topics throughout the year. Each time a topic is revisited, the complexity of it increases and pupils build on prior knowledge and skills ensuring they know more, remember more and can do more. This chosen design of ‘spacing learning over time’ means new learning has a relationship with old learning and allows for connections in mathematics to be made, reviewed, and explored at depth.   

At Lawley, all pupils are taught through whole class interactive teaching where they work together towards the same goal and celebrate their successes.  From Year 2, pupils also engage with one-to-one devices within lessons.

Lessons are designed to teach key points, identify misconceptions and move through a sequenced learning journey, which is supported by key questioning, tasks, explanations, clear modelling and discussion. Pupils use concrete apparatus to support conceptual understanding and physical learning. This then leads on to pictorial representations and working in the abstract.

We focus on rich mathematical vocabulary, incorporating ‘Guided reading sessions’ into our maths teaching and we aim to learn key facts, such as multiplication tables and number bonds efficiently. This declarative knowledge is rehearsed frequently and supports pupil’s procedural knowledge as they develop an understanding of efficient methods, which they apply to problem solving.

We strive to ensure pupils understand the importance of maths in the real world, so we take the time to incorporate real life contexts into our lessons and make cross curricular links where appropriate. We celebrate mathematics with designated days in our calendar, such as ‘Number Day’ and ‘Let’s Count’ and draw upon local and national events to enhance and give context to our learning.   



In mathematics pupils demonstrate their learning in every lesson. To monitor pupil’s attainment and progress, internal school data is collected 3 times a year and is based on class teachers’ formative assessment. Pupil voice is carried out alongside book monitoring to examine the day-to-day view of maths in the classroom and review children’s learning and progress.

Formative assessment happens regularly and is achieved through targeted questioning during lessons, observations of pupils, review of work and discussions. Lesson starters are used to continually revisit key skills and knowledge taught previously and offer the opportunity for teachers to assess pupil’s attainment and progress regularly. Weekly assessment of multiplication facts from year 2 and termly assessment of number bonds in KS1 help to monitor children’s progression through their times tables and number bond knowledge.

Summative assessments are used by teachers at the end of a block of work. The end of unit assessments are compiled by the class teachers and used to monitor attainment at the end of a topic. A summative assessment is also carried out at the end of the year for years 1, 3, 4 and 5, with Years 2 and 6 completing the national curriculum tests. In EYFS we carry out teacher assessments against our progression document at the end of each term. We also complete a baseline assessment in line with government guidelines.


The implementation of this curriculum ensures that, by the time children leave Lawley Primary School, they are:

  • Resilient learners that can make links and connections between key areas of mathematics.
  • Secure and fluent in their recall of arithmetic skills and have an ability to problem solve.
  • Able to see how mathematics is relevant to their future life.
  • Confident learners that enjoy mathematics.