Mathematics White Rose National Curriculum Progression

Addition and Subtraction Calculation Policy

Multiplication and Division Calculation Policy

Each year group follows the 2014 National Curriculum for Numeracy. We do not use a published scheme of work, choosing instead to create bespoke lessons that target each individual pupil’s needs.

We create the foundation for maths in school in the Reception Class. We teach practical methods of problem solving, leading onto pictorial representation and then numerical presentation. We encourage children to play with numbers and use counting skills throughout the day. This is taught in all areas of the classroom and outdoor area.


  • Children’s maths books will show clear progression of mental maths skills and strategies over time.
  • Children’s work will include open-ended tasks, activities and good levels of challenge to ensure all children make at least good progress in maths.
  • All pupils will make good progress and will be able to communicate and show their next steps and their own evaluation of their learning.


  • Design and construct an engaging curriculum plan to incorporate mathematical skills into the whole curriculum.
  • Direct teaching of ‘short-cut’ techniques eg: to add 19, first add 20, then subtract 1.
  • Ensure that pupils are encouraged to use mental mathematics – when appropriate – during problem solving activities.
  • Daily mental mathematics starter which supports, challenges and stretches different abilities and year groups.
  • Marking of work to give tips to varying mental strategies and point out where pupils could have used a more efficient mental method eg: pupils multiplying/dividing by 10, 100, 1000.
  • Weekly x tables tests introduced in class 2 & 3.
  • Daily times tables practice.
  • Number of the week (class one).
  • Problem solving integrated into daily numeracy lessons.
  • Collaborative problem solving opportunities provided including: paired and grouped activities (same and mixed year group); activities from N-Rich.
  • Discussions with children about why and how we are going to use these skills in a ‘real-life’ context and the importance of them.
  • Use of Testbase and assessment questions based on new curriculum content to continuously provide opportunities for pupils to apply their knowledge and understanding when questions are presented in different ways.
  • Use of outdoor environment to provide practical, mathematical activities.
  • Extension activities provided for able pupils in order to extend learning further.
  • Maths moderation (Howardian Alliance Schools) .
  • Pupils given time at the end of activities in each lesson to record how well they feel they have met the learning objectives.
  • They respond to teacher comments and attempt to correct their work.
  • Time allowed to complete corrections at the beginning of numeracy lessons (Target Time).


  • Pupils have become more proficient in using mental arithmetic methods to solve a range of mathematical problems. They are more willing to jot down how they calculate informally.
  • Pupils discuss with the teacher and respond to questioning in their books in order to widen skills and vary their mathematical approach.
  • Pupils are understanding multiplication and division of 10, 100 and 1000 by using ‘place value machines’ to enhance and consolidate their understanding. They are applying this knowledge to convert units of measures.
  • Pupils are becoming more resilient during problem-solving activities.
  • Pupil attitude towards collaborative problem solving is very good, and pupils enjoy discussing and testing the best way of solving problems.
  • Pupils more willing to ‘have a go’ and not fear failure.
  • Pupils use practical strategies and equipment to help to solve problems.