Alston Street, Bury, Lancashire, BL8 1SB


Elton Primary School



The intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future.


- We ensure that we deliver a high-quality maths curriculum that is both challenging and enjoyable.

- Children explore new concepts practically, pictorially and abstractly in order to develop a deepened understanding.

- We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

- We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks.

- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

- Become fluent in the fundamentals of mathematics.

- Develop the ability to recall and apply knowledge of numbers rapidly.

- To build upon children’s knowledge and understanding from Nursery to Year 6.



To ensure full topic coverage, the school uses ‘Focus Maths’ alongside other schemes of work. Focus Maths allows areas of maths to be revisited throughout the year and this creates continuity and progression in the teaching of mathematics whilst also consolidation of knowledge and skills.


-Daily maths lessons revisit prior learning and include fluency, reasoning and problem solving.

-Lessons are differentiated to ensure there is appropriate challenge for all learners.

-Concrete resources and pictorial representations are used to develop a deepened understanding of mathematics and to make links across mathematical topics.

-Children’s knowledge of number facts is developed through additional number lessons allowing children to explore the number system.

-Children are individually assessed for rapid recollection of number bonds (EYFS-Year 4) and times tables (Year 3-6).

-Children complete regular maths starter (Year 2-6) which revisit and consolidate previous learning in order to build upon this in future lessons.

-Weekly Assertive Mentoring assessments are completed by the children (Year 2-6) to identify gaps in learning which are then addressed in weekly consolidation lessons.

-Children are assessed on a termly basis.



A mathematical concept or skill has been mastered when a child can show it in multiple ways, using mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.


- Children show resilience when approaching mathematical problems and draw upon a wide range of skills to complete problem solving and reasoning tasks.

- Children’s progress is tracked regularly and discussed at pupil progress meetings.

- Children are reasoning with increased confidence and accuracy.

- Children demonstrate quick recall of facts and mathematical knowledge.

- Our children can happily and confidently talk about maths.

- Children show a high level of pride in the presentation and understanding of their work.