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Mathematics Statement of Intent

Through our implementation of the 2014 National Curriculum for Mathematics we ensure that our children:

      • Become fluent in the fundamentals of Mathematics
      • Are able to reason mathematically
      • Can solve problems by applying their Mathematics

At Simms Cross Primary School, these skills are embedded within Mathematics lessons and developed consistently over time. By ensuring that children embed their fluency skills before moving on to more complex mathematics we ensure that children have the confidence to tackle a variety of problems either independently or in collaboration with their peers. Reasoning is embedded throughout the teaching sequence – children explain the methods that they are using and why they are efficient. All children are given the opportunity to reason at their level using Five Steps of Reasoning (Describe, Explain, Convince, Justify, Prove). We ensure that our children are able to reflect and evaluate on the skills that they have used in order for them to take ownership and pride in their work.

We will ensure children have a positive view of mathematics and understand the power and purpose of mathematics in everyday life. We are committed to ensuring that children are able to recognise the importance of Mathematics in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. Our children enjoy Mathematics and experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

We ensure that children with Special Educational Needs and Disabilities (SEND) have access to a broad and balanced curriculum. Teachers set high expectations for every pupil, whatever their prior attainment. Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement. Such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.

Pupils attainment is assessed through the use of tests and teacher assessment linked to Age Related Expectations. Progress will be measured by School specific assessment checks in each term. Retrieval practices will take place in each year group through the use of weekly ‘Fluency Grids’ and daily ‘Review and Do’ sessions. NCETM assessment questions and ‘Ready to Progress Criteria’ assessment questions (Mathematics guidance: key stages 1 and 2 – June 2020) are used in both formative and summative capacities and also feature regularly during daily lessons.


We have been using place value charts to manipulate numbers up to 10 million, then, writing them in numerals and words.

Today at school Year 2 have been looking a place value. We have been thinking about the value of each digit. The children did a brilliant job and showed a great level of understanding. A good star to our mathematics year.#SimmsCrossMaths

Reception have been completing and making their own repeating patterns. #SimmsCrossMaths #SimmsCrossEYFS

Fabulous week of work from Year 3 based on the theme 'Can the Olympics survive without Maths? '
We have measured heights and jumps and solved problems using the data. We investigated flags, looking for 2D shapes and types of lines. We also designed our own flags. #SimmsCrossMaths

We have been making equal groups and counting in twos, fives and tens #SimmsCrossmaths

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Curriculum Pages

Nursery children celebrate book of the week
Children playing in games session
Child dressed up for national book day
Children cooking together