'Maths is everywhere; not just calculations on a page, so an enjoyment of the subject in the earlier years of a child’s educational journey is needed to shape their future aspirations and ambitions.'


At Spring Meadow Infant and Nursery School our aim is for all children to:

  •         Become fluent  in the fundamentals of number, measurement and geometry using varied strategies
  •         Reason mathematically by understanding relationships, justifying and proving using precise mathematical vocabulary
  •         apply their mathematical knowledge to solving problems by breaking them down into simpler steps and persevering to find an outcome

Maths is everywhere; not just calculations on a page, so an enjoyment of the subject in the earlier years of a child’s educational journey is needed to shape their future aspirations and ambitions. It is so important to us that we show the children of Spring Meadow the relevance of maths in the real world, and support them in developing the confidence and positive attitudes required to help them all fulfil their potential.

We want to give our children the tools needed to think and reason mathematically using precise vocabulary, alongside the knowledge and opportunities to build on and develop previous learning. They will be prepared for the next stage of their mathematical journey by encouraging independent and collaborate learning, developing their resilience in the face of errors and supporting them to persevere with problem solving challenges.


At Spring Meadow we give our children a deep and secure understanding of mathematical concepts. During the daily Key Stage one, 45 minute lessons, and weekly ‘short burst’ we use assessment led learning to provide the children with exactly what they need in order to become the most confident and able mathematicians they can be. In the Early Years the daily teacher inputs then enable the children to access the targeted maths provision with increased independence. Our curriculum continually builds on prior learning and attainment and provides an abundance of opportunities to revisit, consolidate and practise skills and strategies in order for all children to acquire a deep, long term, secure and adaptable understanding of maths.

Using White Rose as our main scheme of learning, we combine the use of a range of classroom practices, models and images, strategies and apparatus to give our children the best chances of mastering mathematics. Research underpins the long term White Rose curriculum or order for the sequence of maths learning to be effective. The emphasis is initially on place value and the four operations in order for the skills and knowledge acquired in these areas to be reinforced through other strands. It is also important that blocks of work on time, for example, follow work on fractions. All children are encouraged to build calculations with concrete materials such as pebbles, conkers, cubes, diennes, Numicon or place value counters, before representing their learning in a pictorial form, in order for them to progress onto the more abstract recording of number sentences.

A combination of fluency, reasoning and problem-solving tasks support our children to become efficient mathematicians with an ability to use patterns and relationships and a resilient approach to tackling new challenges.

Key mathematical vocabulary and language development is vital, so regular Maths Eyes pictures and Number Talks are used to encourage our young mathematicians to share and explain different mathematical observations and thought processes with appropriate vocabulary. In order to deepen the children’s understanding and develop their reasoning skills, the children are taught to answer, prove and explain their mathematical problems.

Regular retrieval of key facts results in those facts being stored in our long-term memory, so the online programs, Numbots and Times Table Rock Stars and the White Rose 1-minute maths APP are used to develop the children’s quick recall of key mathematical facts.


Children’s fluency, reasoning and problems solving skills are assessed on a formative and summative using mini plenaries, key assessment questioning, recapping and revisiting and end of unit assessments in Key Stage 1. In the Early Years the assessment is in the form of observation and interaction with the children to enable teachers to be responsive to the children’s learning. High ceiling, low threshold tasks are used to enable all learners to show their depth and application of skills, knowledge and understanding.

The maths subject leader monitors the teaching and learning of maths throughout the year through learning walks, outcome scrutiny and discussions with children from across the school to find out what they enjoy, how they use maths beyond their daily lessons and how they overcome problems when they are ‘stuck’. This evaluation of the teaching and learning of maths within the school informs them of next steps to be taken in further raising standards in maths.  


Our children leave our school prepared for the next stage in their mathematical journey. They are confident in key facts, strategies and approaches to help them attempt problems in number, measure and geometry. We want our children to be proud of their amazing thinking and move onto Key Stage 2 seeing themselves as mathematicians.