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Jesus said, ‘”Come, live your life the way God wants you to”


Our Maths Statement of Intent

The National Curriculum for mathematics aims to ensure that all pupils become fluent, reason mathematically and can solve problems. We agree that a high quality Mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.

At St Thomas’ we use Maths No Problem resources as we are committed to ensuring that every child develops an understanding and love of maths. With the right kind of teaching and support we can ensure this happens.

Our Maths curriculum uses a problem solving approach. During each lesson we prioritise the mastery of conceptual Maths understanding through the use of real life/ everyday problems as children explore and investigate. Communication is key as they work alongside peers to reason, explain and justify their thinking using mathematical vocabulary.

Teachers carefully plan open ended, challenging questions which enable our children to make connections, identify patterns and draw conclusions about Mathematical concepts and problem solving.  Misconceptions are addressed as they arise and teachers actively engage children in proving their ideas.

During each lesson all children use apparatus as visual aids, as they make progress in the lesson they move towards using pictorial and abstract representations for Mathematical concepts. We focus on making progress from description to evaluation.

We are confident that this Mastery based approach enthuses children about Maths and ensures they can master Mathematical skills and concepts which enable them to continue learning as they progress through school.


Across the school we are now following the Maths No Problem approach. We are very excited to be teaching our Maths based on this problem solving mastery approach. Maths No Problem uses a mastery teaching approach from Singapore.It is aligned to the 2014 English National Curriculum for Mathematics, the series is used as part of the NCETM’s Maths Hub program. It ensures that children learn to think mathematically and that they make connections and generalisations to help them learn.

We will keep you informed but please speak to your child's class teacher if you would like more information about this. Also please see the Calculations Policy below if you would like further information about how your children are learning to calculate.


Mathematics is a vital part of everyday life, providing a means of viewing and making sense of the world. It is vital that children are aware of the importance of mathematics beyond the classroom and can use and apply the knowledge, skills and understanding they acquire. It is necessary to provide firm foundations for subsequent mathematical learning and for everyday life in general.

At St. Thomas' we aim to provide every child with an equal entitlement to a broad and balanced Maths curriculum via which continuity, differentiation and relevance can be catered for.


 1.  We aim to offer a Maths curriculum that is based on the New Primary Framework for mathematics, which is non-sexist, non-racist, appropriate and accessible to the needs and abilities of all our pupils.

 2.  To enable every child to enjoy mathematics. We aim to nurture positive attitudes by matching the task to the child. We believe that successful learning enables the child to develop the confidence to meet the challenge of new work.
3.  To ensure account is taken of what the child already knows when planning maths activities. The revised framework actively encourages this.
4.  To give children a firm basis of knowledge and skills so that they are numerate and able to work flexibly and think clearly.

5.  To enable children to work as part to find appropriate strategies for problem solving.

6.  To lead children towards the idea that maths is a creative activity, involving imagination, intuition and discovery.

 “Mathematics is not only taught because it is useful. It should also be a source of delight and wonder, offering pupils intellectual excitement and an appreciation of its essential creativity.”

(Non Statutory Guidance 1:25)