Maths at Crosslee

Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial understanding and most forms of employment. At Crosslee we aim to provide a high-quality mathematics education which provides a foundation for understanding the world, the ability to reason mathematically, and give a sense of enjoyment and curiosity about the subject.

The National Curriculum for Mathematics aims to ensure that all pupil will:

- become fluent in the fundamentals of mathematics so that pupils develop a good understanding of the subject and will have the ability to recall and apply knowledge rapidly and accurately.

- reason mathematically by following a line of enquiry and developing an argument, justification or proof using mathematical language 

- solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

- apply their mathematical knowledge to science and other subjects.


Maths and the EYFS

Maths is one of the four specific areas within the Early Years Foundation Stage (EYFS). Each specific area is divided into Early Learning Goals, for maths these are:

  • Numbers - children learn to count and the value of numbers, higher and lower. These skills support them to solve problems, use money and calculate more or less.
  • Shape, Space and Measure - these skills support children to understand size, weight, capacity, position, distance, time and money and compare quantities, objects and solve problems.

Children learn about maths through play and their daily experiences. And the more meaningful to them and hands on it is, the better. At Crosslee our environment (both indoors and out) is full of mathematical opportunities and has exciting things for children to explore, sort, compare, count, calculate and describe. We also use stories, songs, rhymes and games that have a mathematical content help children understand number systems.

Maths in Key Stage 1 (Years 1 and 2)

The main 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 should involve working with numerals, words and the four operations, including using practical resources. Teaching should also involve 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, pupils should know the number bonds to 20, be precise in using and understanding place value and know their 2, 5 and 10 times table from heart. An emphasis on practice at this early stage will aid fluency. Pupils should begin to read and spell mathematical vocabulary.

Maths in Lower Key Stage 2 (Years 3 and 4)

The main 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 place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table Pupils should read and spell mathematical vocabulary correctly and confidently.

Upper Key Stage 2 (Years 5 and 6)

The main 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 numbers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. Pupils should develop their ability to reason in order to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems needing efficient written and mental methods of calculation. Pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure 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, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Calculation Policy

We believe that children should be introduced to the processes of calculation through practical, oral and mental activities. Choosing the appropriate strategy in mathematics, and in calculation in particular, is an important tool both for furthering the understanding of ideas and for communicating those ideas to others. A useful written method is one that helps children carry out a calculation and can be understood by others. The aim is that children use mental methods when appropriate, but for calculations that they cannot do in their heads they use an efficient written method accurately and with confidence. By the end of Year 6, children should be able to choose the most appropriate approach to solve a problem: making a choice between using jottings (an extended written method), an efficient written method or a mental method. This policy contains the key pencil and paper procedures that will be taught within our school alongside practical resources.


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Crosslee Primary School

Crosslee Road


Manchester, M9 6TG

0161 795 8493