Maths Curriculum

At Thanet Primary School we aim to instil a knowledge of maths from our youngest children in Nursery. They are immersed with number and shape which the children engage with across the curriculum, making links wherever possible. This is a practical, hands on approach to maths which makes it a number rich environment. This love of maths is developed as children move into Reception and the formal teaching of number and shape is developed. The curriculum in EYFS is underpinned by a play-based approach and access to all areas of learning within print-rich indoor and outdoor classrooms.

The skills of maths continue throughout the school, following the White Rose termly planning which is split into number, shape, statistics and measure.

For each maths unit, the lessons follow a structure of using concrete objects, pictorial representations and abstract concepts. This enables the children to have a deeper understanding of mathematical concepts that they can apply to new learning, in a range of contexts.

We aim for each lesson to include a mental starter, linked to arithmetic skills. We also encourage all children to use sentence stems and full sentences when verbalising their mathematical reasoning. The learning journey, including new vocabulary, is shared with the children prior to each lesson, which allows them to visualise their progression throughout the unit. Each lesson includes fluency, reasoning and problem solving questions to allow children to be challenged appropriately. During the maths lessons, children have access to a variety of maths resources including, base 10, numicon and place value counters. They also are able to use pictorial resources, such as; part whole models, bar models, place value grids and 100 square.


Follow up intervention is used, where appropriate, to ensure that all children are able to access learning.

White Rose termly assessments are used to check the pupils understanding and to track progress. We also use end of unit tests to ensure that there are no significant gaps in learning.