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At Marie Weller the goal of our Mathematics curriculum is to ensure that all children have access to a curriculum which is effectively structured, carefully planned and sparks their natural curiosity.

Through challenging and engaging lessons, we seek to maximise the development of every child’s ability and academic achievement. Our goal is for all children to develop their mathematical fluency in order to master key knowledge and be able to make connections across mathematical concepts. In doing so they will have the tools, confidence and perseverance to reason mathematically and solve increasingly sophisticated problems.

We intend for our pupils to be able to apply their mathematical knowledge to other subjects and know that the subject is essential to everyday life.

Maths in Reception

Children in Reception explore number, shape, space and measure through the White Rose Scheme of Work. Taking the end of year Early Learning Goals into account, White Rose Hub have created a progression to support teachers in building up the key small steps in learning throughout the year. The progression helps support the coverage whilst still providing flexibility with how long is spent on different topics depending on children’s needs. This enables them to acquire new knowledge and demonstrate understanding through play.

Maths in Key Stage 1 and 2

Children in Year 1 will continue to use the White Rose scheme of work and from Year 2 onwards the Maths scheme ‘Power Maths’ is used. The lessons within these schemes are coherently planned and sequenced in a way that, through the Concrete, Pictorial and Abstract (CPA) approach, promotes quality mathematical discussion and helps children to gain sufficient knowledge and skills for future learning.

The scheme develops pupils’ mathematical ability and confidence without having to resort to memorising procedures.  There is an emphasis on problem solving and reasoning; allowing pupils to relate what they learn and connect knowledge.

To support learning, we use a wide range of practical resources, including base ten equipment, place value counters, Cuisenaire rods and real-life apparatus in whole class and group activities. They also provide regular formative assessment opportunities which check pupils’ understanding systematically and identify misconceptions and gaps in knowledge. Following these assessments, the materials also provide quality resources to both secure and/or deepen children’s knowledge.

Our children will be able to apply mathematical concepts appropriately for their age.  They will produce work of a high quality and achieve the best possible outcomes.  Most importantly they will have the knowledge and skills required to help them as they move on to the next stage of their education.