Our Maths Curriculum

We follow the overviews and small steps from the West Yorkshire Maths Hub.


At Todmorden C of E School, we believe that all children can succeed in maths and we work together to instill a positive attitude towards mathematics. We encourage our pupils to develop their understanding of mathematics so that they are able to grow into confident mathematicians who enjoy and achieve in their learning.

We aim that all pupils:

  • Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including unfamiliar contexts and real-life scenarios.
  • Can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
  • Can use the language of mathematics accurately, discussing their learning with confidence and precision.
  • Enjoy, succeed and develop enjoyment, confidence and resilience in mathematics.

We believe that:

  • Ability in mathematics is not fixed
  • Developing a positive mind set – a ‘can do’ attitude – to mathematics is essential for success
  • Children learn best when they follow their learning journey together
  • Timely intervention addressing misconceptions is essential for success
  • The opportunity to ‘go deeper’ must be offered to all children to broaden their understanding

To support this, teachers will ensure that:

  • Quality first teaching carefully planned to match the ability and prior learning of the class using the White Rose Maths planning as a starting point following the CPA approach
  • Lessons include opportunities for children to work independently and with others to discuss their learning and collaborate
  • Lessons promote an environment where children feel challenged and persevere when problem-solving
  • Lessons include the use of manipulatives/representations in all year groups to develop conceptual understanding, fluency, problem-solving and reasoning
  • Classrooms have a range of freely accessible resources
  • Teachers tease out the misconceptions and are flexible with their planning
  • Children are given concise, timely feedback
  • Children are given time to think, explore and reflect
  • Lessons include questions that explore the knowledge and understanding of the children

Our journey towards mastery:

What is teaching for mastery?

Mastery is not just being able to memorise key facts and procedures. Mastery is about knowing why and how and being able to use one’s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations. The children acquire a “deep, long-term, secure and adaptable” understanding of mathematics.

Developing teaching for mastery

We have embarked on a project to ensure that there is a smooth transition from current teaching to teaching for mastery. This is being supported by West Yorkshire Maths Hub Mastery Readiness Programme (2018-2019) and will be followed by participation in the Teaching for Mastery Programme (2019-2021). All teachers are further developing their understanding of mastery and developing teaching to reflect the aims and principles mentioned above.

Challenging Learners

Challenge for all groups of learners must be an intrinsic part of maths lessons. It is expected that most of the children will be taught the same content at the same time. Challenge can be incorporated into lessons by skilful questioning; pupils who grasp concepts quickly should be challenged through rich and sophisticated problems – ‘go deeper’ – rather than accelerating into new content. All pupils should encounter such problems: different pupils will engage with problems at their own depth.

Structured Intervention

We aim to work towards a position where our lessons are pitched in such a way that all children are expected and enabled to achieve regardless of their individual starting point. Less confident children may receive additional support within the lesson. Pupils that are experiencing difficulties and have misconceptions are identified through immediate teacher assessment and addressed with timely intervention. This style of intervention aims to enable the pupils to ‘keep up’ rather than ‘catch up’.

Outcomes for our children:

At Todmorden C of E School, we want our children to leave our school as knowledgeable, positive and confident mathematicians; we want each individual child to have been able to fulfil their potential. We want each child to have the skills to be resilient when presented with the unfamiliar and the ability and confidence to question why. Therefore, our aspiration is for almost all our pupils to achieve by the end of KS2 expected standard for maths.


Our Calculation Policy


Click for more information : Maths National Curriculum

Parent Information Booklet

Please have a look below at our information booklet or pick one up at the end of the main corridor.