Maths Overview

Maths Curriculum Statement

The 2014 National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their Mathematics


At Chilton, these skills are embedded within Maths lessons and developed consistently over time through a mastery approach. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.


We aim to develop:

• a positive attitude towards mathematics

• a deep understanding of mathematical concepts

• an appreciation of the creative aspects of mathematics and an awareness of its aesthetic appeal

• an ability to think clearly and logically

• the ability and confidence to use mathematics beyond the classroom, in practical everyday situations

• perseverance when investigating a problem

• an appreciation of mathematical pattern and relationship

• an ability to use number and computation skills with speed and accuracy


We want all children to be able to:

• understand basic concepts and the relationships between concepts

• access a variety of representations, both external and internal

• communicate mathematics confidently in oral and written forms

• remember basic number facts, mathematical vocabulary and notation

• conjecture, and convince others of their ideas

• gather, present and interpret data effectively

• use the mathematics they have learned in a range of contexts

• develop perseverance and commitment through mathematics

• take pride in their presentation and their achievements

• identify and celebrate the achievements of others


The content and principles underpinning the Maths curriculum at Chilton reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China, as well as being backed up by research in the UK by the NCETM and the Education Endowment Fund. These principles and features characterise this approach and convey how our curriculum is implemented:

  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace.

Differentiation is achieved by emphasising deep knowledge and through individual support and intervention:

  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. A small step question style is used.  
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.

SEND pupils are supported through a range of methods including the use of physical resources, immediate intervention, pre-teaching and individualised learning plans where appropriate.


To ensure whole consistency and progression, the school uses the DfE approved ‘Power Maths’ scheme every morning for an hour. This is fully aligned with the White Rose Maths scheme. The school’s engagement with a DFE funded Maths Hubs programme (TRG for mastery) in 2020 has trained the maths lead and another member of staff to ensure that staff at all levels understand the pedagogy of this approach. To increase confidence, arithmetic sessions are also held in most afternoons for fifteen minutes.


Within a Power maths lesson, new concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Children are given a chance to reflect on their learning at the end of each lesson.


Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.


The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they cannot do it or are not naturally good at it. The Power Maths programme addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention or pre-teaching, to support and enable the success of each child. These factors should ensure that we are able to achieve high standards, with an aim to achieve at the end of KS2 well above the national average and a high proportion of children demonstrating greater depth, at the end of each phase.