At William Penn, we believe that Maths is a crucial life skill that everyone deserves to feel confident to use in their daily life. Our Maths curriculum enables children to know more, do more and remember more by sequencing progression through the school.
In Years 1 to Year 6, we follow the White Rose Maths schemes of learning (WRM) which supports the children on their journey to mastering Maths. Within the WRM schemes of learning, each area of learning is broken down into small steps which build sequentially and work towards achieving the National Curriculum statements. Pupils in KS1 are taught in discrete year groups whilst pupils in KS2 are taught mixed-age. From September 2026 and following extensive development work with our local Maths Hub, we are also introducing top-up mixed-age curriculum prioritisation resources from the National Centre for Excellence in the Teaching of Mathematics (NCETM) to complement the WRM scheme.
We believe in a practical approach to teaching maths and follow a concrete, pictorial and abstract (C-P-A) approach to support the children's learning. Children’s current knowledge is continually assessed and misconceptions are addressed, either within the lesson or at an alternative planned time.
We aim to equip the children with a range of mental and written strategies to be able to solve problems and reason effectively, while Key Stage 2 children are also given the opportunity to develop their arithmetic skills with regular practice of key skills before the regular maths lesson.
Children are encouraged to be independent learners and select suitable methods to solve problems or questions. All children are encouraged to use concrete resources to help them access the learning and this can be further scaffolded by an adult when required. Where children grasp concepts rapidly, activities to promote deeper understanding are provided.
In Reception and Key Stage 1 we follow the NCETM's Mastering Number program. This develops strong, early "number sense", fluency, flexibility and automaticity with numbers. It helps pupils understand composition and decomposition of numbers, subitising, and relationships between quantities, which provides firm foundations for future mathematical success and improved, confident calculation. Outcomes include:
- Improved Fluency and Number Sense: The programme enables children to automatically recall number facts (e.g., within 10) and use them efficiently to calculate, reducing cognitive load.
- Boosts Confidence and Engagement: It fosters a low-stress learning environment, which helps all children feel confident and engaged in maths, shifting their mindset to view maths as exploration.
- Effective Use of Manipulatives: It provides teachers with training and resources to use tools (like rekenreks) effectively, strengthening pupils' understanding of numerical structures.
- Addresses Gaps and Supports All Learners: It has been shown to be effective in special school settings and supports children with special educational needs in mainstream schools by strengthening foundational skills.
The program has been developed by the NCETM and in reception provides the basis for all maths provision during the year. In KS1, this is provided in addition to the main maths lesson.
We also use a range of other resources and apps to support number fluency. This can be Numbots at EYFS/KS1 and Times Tables Rock Stars in KS2. We raise the profile of maths at our weekly golden assemblies with certificates, competitions and more.
SEND
We encourage learners to talk through their ideas with a teacher or a peer. Therefore, we give regular discussion opportunities during lessons.
Here at William Penn, we support all children to access and thrive in every subject. In Maths these supports may include –
- Pre-teaching to give some learners confidence before facing a new concept in a whole class setting
-
Defining each new use of mathematical vocabulary (displayed on the working wall)
-
Making use of generalisations
- When solving word problems, an adult or confident peer will read the questions aloud to relieve the pressure of decoding the language
-
Using concrete resources to support learning – following a C-P-A approach for all
-
Specific, targeted interventions for individuals or small groups such as Plus 1 or Power of 2