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St Michael and St John's

Roman Catholic Primary School

Following the example of Jesus, together we learn, love and respect one another to be the best we can be.

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School Logo

St Michael and St John's

Roman Catholic Primary School

Following the example of Jesus, together we learn, love and respect one another to be the best we can be.


The language of mathematics is international. The basic skills of mathematics are vital for the life opportunities of our children. Our aim is for all children to think mathematically, enabling them to reason, solve problems and assess risk in a range of contexts.


At St Michael and St Johns RC Primary School, our Mathematics Mastery curriculum has been developed to ensure every child can achieve excellence in mathematics.

 “For nothing is impossible with God.” (Luke 1:37)

 Children can experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links between different areas of mathematics. It provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning and allows them to be learners of today and leaders of tomorrow. We want the children to see Mathematics as being relevant to their world and applicable to everyday life as well as being something that they will need as they move on through their school life and ultimately to the world of employment. Together we can learn, love and respect one another to be the best that we can be.



At SSMJ, Maths is given a high priority.


We believe mathematics is an important part of children’s development throughout school, right from an early age. We intend on delivering a curriculum which:

· Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to EXPLORE mathematics following a mastery curriculum approach.

· Gives each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.

 · Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children ASPIRE and become successful in the next stages of their learning.

· Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to ACHIEVE their potential, as they belong to our school community.

· Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

· Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links).

· Is in line with the expectations in the National Curriculum 2014.


At SSMJ, we aim to ensure that lessons are engaging and challenging, drawing upon a wide range of teaching styles and strategies in order to cater for individual learners.

SSMJ is on a 3 year journey with the North North West Maths Mastery Working Group and as such is working with other schools across the North West to further develop our mathematics teaching and learning.

As a result, in some lessons you may see examples of whole class teaching in line with the principles outlined in the ‘Essence of teaching for Mastery’ document published by the NCETM.

Lessons will be vibrant and enjoyable, with teachers using a range of resources including models and images to develop children’s mathematics within a concrete, pictorial, abstract approach.  Children will be highly engaged and challenged through discussion and mathematical talk, utilising skills of reasoning and explanation alongside accurate use of mathematical vocabulary. 

We follow a clear policy for written and mental calculations that is in line with the new National Curriculum and this includes the use of practical resources to aid understanding at every stage (See appendix)

We also have non-negotiables for each year group which cover the essential number skills required for mathematical fluency.

Teachers and teaching assistants intervene as needed to identify misconceptions and ensure progress.

Each class are taught the objectives set out for their year and use as a starting point, the medium term plans set out by The White Rose Maths Hub.  These are supplemented with other resources such as Nrich.

In Foundation Stage we provide children with opportunities to develop and improve their skills in counting, understanding and using numbers and calculating simple addition and subtraction problems. Children are also given opportunities to explore and describe shape, space and measures.

Learning takes place through a variety of well -planned experiences and children are encouraged to use and apply mathematical knowledge and vocabulary through practical and challenging activities.

A mixture of whole class, group and independent learning opportunities are provided each day and the rich learning environment supports development in children’s mathematical understanding.

Maths is taught in line with the EYFS framework and early learning goals. Teachers also use the non-negotiables and school calculation policy to ensure consistency and progress.

The Baseline assessment takes place in the Autumn term using PIPS and following this, on- going teacher assessments are made using the early learning goals and the Tapestry software.

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, and includes practical resources such as base ten, Numicon and real life objects.

 Pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, we aim for all pupils to recall the number bonds and related addition and subtraction facts to 20 and be precise in using and understanding place value.

Mathematical vocabulary is taught within lessons, and children are encouraged to be precise in the use of vocabulary to explain their mathematical reasoning. We follow a progression document for Maths Vocabulary (see appendix) and celebrate language at every opportunity.

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This ensures that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

We follow a clear written calculations policy to ensure consistency throughout the school. At this stage, pupils develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching ensures that pupils use mathematical knowledge with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. Children are given opportunities to use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, we aim for pupils to have memorised their multiplication tables up to and including the 12 times table and show precision and fluency in their work. Mathematical vocabulary is taught within lessons, and children are encouraged to be precise in the use of vocabulary to explain their mathematical reasoning.

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This develops the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures consolidates and extends knowledge developed in number. Teaching ensures that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

 By the end of year 6, we aim for all pupils to be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Maths is visually evident in each class with a working wall that is used on a daily basis to enrich, add to, support and lead the learning of Maths. Teachers ensure that the Working Wall is up to date and includes all of the tools needed for the subject. For continuity staff use the same format (see appendix)

Clear progression is key and therefore we have documents in place to support this e.g. Times Tables Progression, Calculations Progression.


  • 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 year group.
  • 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
  • Children TALK Mathetmatics and the language of the subject is evident across school both visually and auditor ally.

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