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St Robert Southwell

Catholic Primary School

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Why is Maths Important?


Maths is used every day, even though we don’t realise it!

At home we use mathematics all the time, for example:

  • In the kitchen, preparing and cooking food
  • Telling the time
  • Measuring how big the new patio will be.
  • Using computer programmes
  • Working out change

Maths is valued in business; the skills our children are learning now will be needed on an everyday basis in later adult life.

It is important that we teach our children the correct skills so that a good foundation is laid for our rapidly changing world.

Current teaching methods for calculation and recording appear very different from those used in the past. As a result, parents worry about being able help their children. However, children do really benefit when parents take a keen interest in their mathematical learning.


You can help your child to gain confidence and develop a positive attitude towards mathematics by talking about what has been taught at school and helping them to notice and use mathematics in an everyday context.


One of the ways the school supports parents is with Maths morning where you will be able to join your child for a lesson.

Our Mathematics Curriculum

The following information has been taken directly from the New National Curriculum. (Implemented September 2014)

Purpose of study:
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore 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.


The national curriculum for mathematics aims to ensure that all pupils:

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems

Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.


School curriculum:

The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.


Attainment targets:

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Below you will see our overviews