Welcome to the William Penn School website. You are invited to join us on a virtual tour of the school below. We would also be very happy to welcome you in person. Contact the school using the office email: office@williampenn.co.uk or telephone on 01403 741274.


At William Penn, we believe that maths is a crucial life skill that everyone deserves to feel confident in. Maths is predominantly taught as a stand-alone subject every day, but is woven through all areas of the curriculum, as and when natural links present themselves. We teach maths for mastery, meaning the mastery approach recognises the value of developing the power to think rather than just do. They master the subject, and become able to solve maths problems without having to memorise procedures. In turn, they develop a deep and adaptable understanding of maths, rather than shallow knowledge which relies on rote learning.


  •   In Years Reception, Y1 and Y2 we follow a maths mastery scheme called ‘Power Maths’. This is a scheme developed by White Rose and Pearson. It is a child-centred approach that incorporates ‘concrete, pictorial, abstract’ philosophy that our teachers enjoy teaching and pupils benefit from greatly. Importantly, we find it to be a very inclusive approach where all children achieve. Children are taught in their separate year groups.
  •  In Key Stage 2 we follow the White Rose Schemes of learning which supports the children on their journey to Maths Mastery. Mastering maths means children acquire a deep, long- term, secure and adaptable understanding of maths. We believe in a practical approach to teaching maths and follow a concrete, pictorial and abstract approach to support the children's learning.  Frequent assessment opportunities enable teachers to identify the children’s current knowledge and plan the next steps. We aim to develop confidence and positive attitudes towards maths and make links to real life situations to ensure the children understand the relevancy and importance of their learning. We aim to equip the children with a range of mental and written strategies to be able to solve problems and reason effectively. 

Children are encouraged to be independent learners, selecting the correct challenge for them. All children are encouraged to use resources such as base ten, number lines, Numicon, number rods and multiplication squares to help them access the learning and this can be further scaffolded by an adult when required.


The best maths learning happens when learners can talk through their ideas with a teacher or a peer. Therefore, as teachers, we encourage discussion during lessons ensuring that all learners have the support they need to access these discussions, which could include scaffolding such as sentence frames, visual support and/or peer partners. These discussions are further enhanced by concrete resources, such as Numicon or counters, to support learning.


Here at William Penn, these supports may include –


  • The use of pre-teaching to give some learners confidence before facing a new concept in a whole class setting.
  • Built in regular opportunities where all learning can experience success. E.g – starting with content in which they mastered in the previous lesson.
  • Having clearly laid out worked examples for these learners to refer to when working independently.
  • Defining each new use of mathematical vocabulary.
  • If solving word problems, use an adult or confident peer to read the questions aloud to relieve the pressure of decoding the language.
  • Using concrete resources to support learning – following a CPA approach.