At St Peters, as part of our Courage Curriculum, we aim to develop a culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress. Teaching implements a C.P.A. (concrete, pictorial, abstract) approach.
We are supported by, and not led by the White Rose Maths planning units, inspired and informed by world-class research and global maths experts.
We develop children’s conceptual understanding, enabling them to apply their skills to reason and problem-solve. Pre and post unit tasks are included at strategic points to gauge understanding and retention of key Maths concepts.
In addition to our daily Maths lessons, we practise arithmetic daily (4-a-day) to embed strategies for effective calculation, fluency and mastery of the four operations. 
By teaching for mastery, building confidence, resilience and a passion for maths, we endeavour to present the subject as an exciting adventure that everyone can enjoy, value and master!



Our mastery approach to the curriculum is designed to develop and embed children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.


Teaching and Learning, Content and Sequence


  • In school, we follow the national curriculum and use White Rose Maths as a guide to support teachers with their planning and assessment.


  • The White Rose calculation policy is used within school to ensure a consistent approach to teaching the four operations over time, ensuring fidelity to the scheme. In addition to daily Maths lessons, we practise arithmetic daily (4-a-day) to embed strategies for effective calculation.


  • At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. This can be found on the Maths Working Walls in every classroom.


  • Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels, as part of an interacive lesson.


  • Children work on the objectives together, and support and adaptations are used to ensure all children achieve.  Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson. We focus on children 'keeping up' on their Maths journey, so they don't have to 'catch up.' Staff use the 'ready to progress' end points, that are in line with the white rose small steps, to ensure children are ready to move on. (see file attached)


  • Children move through the different small steps of their learning at their own pace. Small steps objectives may cover one or more lessons, or even half of a lesson. The experienced teachers use their knowledge of the children and QLA to adapt the curriculum accordingly. This may include breaking the small steps down further or using the White Rose challenge and reasoning cards to deepen thinking.


  • Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity, to develop reasoning skills further. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.


  • Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.


  • Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.


  • Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.


  • A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence.


  • Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.


Leadership, Assessment and Feedback


  • Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at, with fluid boosting available within a ‘keep up not catch up’ culture.
  • Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
  • In order to support teacher judgments, children may be assessed using current and reliable tests in line with the national curriculum for maths. Gap analysis of any tests that the children complete is undertaken and fed into future planning. Summative assessments are completed three times per year.
  • The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with the SLT and assessment lead, key data is analysed, and regular feedback is provided, to inform on progress and future actions.




  • Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
  • Children show confidence in believing that they will achieve.
  • Each child achieves objectives (expected standard) for the year
  • The flexibility and fluidity to move between different contexts and representations of maths.
  • The chance to develop the ability to recognise relationships and make connections in maths lessons.
  • Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
  • Children show a high level of pride in the presentation and understanding of the work
In the files attached below you will find yearly overviews, so that you can see exactly what is planned for maths over the year. There are also other useful documents, such as vocabulary progression and St Peters Maths Policy, as well at the calculation policies.
If you would like any extra informaton or guidance about White Rose Maths, please follow the link to the parent White Rose Maths page:
SEN Offer at St Peters
Specific strategies in the Maths lesson, used to support SEND learners are:
  • Make adaptions to meet the needs of the individual learner
  • Ensure key learning points are reviewed and repeated throughout the lesson
  • Present tasks in a meaningful context
  • Ensure multi-step tasks are supported and modelled
  • Don't rush into abstract written recording too soon, use lots of resources
  • Be prepared to repeat steps, repetition, reminding and over-learning is key
  • Access to a wide range of resources to show mastery
  • Use talk partners of mixed ability, for pupils to share reasoning and model problem solving
  • Plan for misconceptions
  • Scaffold and provide targeted support
  • Early intervention is vital for struggling learners to keep up
Maths Hub North West
We are currenlty part of a mastery training course as part of St Helens Maths Hub. After completing the mastery readiness stage we are now taking part in the Teaching for Mastery work group with other schools in St Helens. This is part of St Peters drive to continually stay up to date with best practice and effective pedagogy.
The CPA Approach
The Concrete Pictorial Abstract (CPA) approach is a system of learning that uses physical resources and visual aids to build a child’s understanding of abstract topics.

Pupils are introduced to a new mathematical concept through the use of concrete resources (e.g. fruit, dienes, counters, blocks etc). When they are comfortable solving problems with physical aids, they are given problems with pictures – usually pictorial representations of the concrete objects they were using or illustrations of real life objects. 

Then they are asked to solve problems where they only have the abstract i.e. numbers or other symbols. Building these steps across a lesson can help pupils better understand the relationship between numbers and the real world, and therefore helps secure their understanding of the mathematical concept they are learning.

At St Peters, learners have access to resources in the classroom and use pictorial representaions in their work books. They also solve problems that involve recordings and showing their methods in abstract form. 

Maths Ambassadors
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The maths Ambassador's support Maths at St Peters. They help the Maths lead at school and are role models for the subject. Jobs that they have done include helping with maths resources and conducting a pupil voice survey in school. 
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We love to be Rock stars at school and we have fun practising maths, being part of Time Tables Rockstars! Key Stage 2 compete to be top of the leaderboard and test themselves against their teacher. Year 2 also join the club later on in the school year!
In Key Stage 1, we have been encouraging children to use the 'White Rose One Minute Maths' app at home. It consolidates key skills and revisits knowledge across the key stage, to enable mastery. 
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We have just re-launched Time Tables Rockstars and also launched an exciting new programme, Numbots! We had a launch day when children dressed as robots and rockstars and completed maths activities all day! 
Teachers will be able to track children's recall and retention of number facts and this will help us to see where any gaps are. Look at the photos in the gallery!

Files to Download

St Peters C of E Primary School, Birley St, Newton-le-Willows, WA12 9UR