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The Maths Curriculum at St Anne’s Catholic Primary School

At St Anne’s, we love Maths and strive to support all children to develop the mathematical skills, knowledge and understanding to master and, wherever possible, to exceed age-related expectations so that they are prepared for whatever the future may hold.


At St Anne’s, we

  • Enable children to become fluent in the fundamentals of mathematics through varied and frequent practice, with complexity increasing over time.
  • Develop pupils’ conceptual understanding and ability to recall and to apply knowledge rapidly and accurately.
  • Scaffold children to reason mathematically: following a line of enquiry, conjecturing relationships and making generalisations.
  • Explicitly teach mathematical language in order that children can develop an argument, giving justification and proof.
  • Enjoy problem-solving: applying knowledge to a variety of routine and non-routine problems.
  • Always break down problems into simpler steps and persevere in answering.


St Anne’s Primary School has adopted the CLIC Maths approach to teaching fluency (number facts, times tables and related facts) and uses the White Rose Maths scheme for teaching core Maths. Power Maths  is used to support children to develop their mastery of the subject.


White Rose Maths aims to show pupils that everyone can do maths and inspire children's love for this fascinating subject. Covering a wide range of school years, it aims to develop pupils' reasoning, fluency and problem-solving skills. The scheme is split into different seasonal blocks including Autumn, Spring and Summer. Within each of these blocks, a different topic is covered, which is great for helping pupils learn one step at a time.

The principles of White Rose Maths at St Anne’s Catholic Primary School:

  • Before commencing a unit, teachers undertake a prior learning check which allows pupils to demonstrate the knowledge and understanding they already have.  This, in turn, enables the teacher to plan a unit which provides the right amount of challenge for all students.
  • Children learn new concepts using the concreate- pictorial-abstract (CPA) approach. This enables pupils of all attainment levels to develop a deeper and more secure understanding.
  • All lessons commence with a problem to be solved using resources and with a partner.
  • Guided practice (led by the teacher) is followed, either by independent work, or by continued support in a small group led by an adult depending on the need of the individual.
  • Challenge is built into every lesson through the provision of questions based on both problem-solving and reasoning.
  • Real-time assessment (within lessons) ensures that learning is constantly tailored to pupils’ needs whilst summative assessment (undertaken after each lesson, unit of work and block of work) informs medium term planning and whether any interventions will need to take place.


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