Maths at Marlborough

Statement of Intent

Maths is all around us and provides a way of viewing the world: it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and employment. At Marlborough, we believe that a high-quality mathematics education is therefore crucial in providing a foundation for understanding the world and we endeavor to provide this for all our pupils. We work hard to embed the belief that everyone can achieve in mathematics alongside a sense of curiosity and enjoyment around 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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.


  • 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.



At Marlborough, lessons are carefully planned and sequenced to ensure that these skills are embedded and developed consistently over time. We are committed to ensuring that children are able to use their mathematical skills and knowledge confidently in a range of different contexts and that they begin to recognise the importance of mathematics in the wider world. To do this effectively, teachers make connections to real-life contexts where appropriate as well as seeking out important cross curricular opportunities: such as the opportunity for collecting and interpreting data in science for example. Most importantly, at Marlborough, we want all children to enjoy Mathematics, experiencing successes in the subject, alongside developing their ability to reason and think mathematically.




At Marlborough we endeavour to ensure children see that maths is and interconnected subject and plan lessons that allow children to move fluently between representations and mathematical ideas. The programmes of study are, by necessity, organised into distinct domains but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Following the mastery approach, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content and those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. The use of pre-teaching, adult and peer support, manipulatives and skilled questioning are used skillfully by teachers to allow them to effectively scaffold and challenge learners throughout their mathematics education.


In foundation stage the children begin their learning journey of all things mathematical.  They are introduced to numbers in a variety of forms e.g images, numicon, objects, shapes, tally as well as five/ten frames. Wherever possible, children learn through the use of concrete materials but links are also made to numbers in the abstract form. There is a balance between discrete whole class, teaching of maths, small guided sessions and learning through play in provision. A great emphasis is based on maths vocabulary to ensure fluency of mathematical language to prepare children for KS1.  Problem solving and reasoning skills are also developed as well as the application of knowledge and skills through set challenges in continuous provision.


In Key Stages 1 and 2 Children will usually study maths daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics. Alongside daily maths sessions, additional time is spent focusing on the four operations (addition, subtraction, multiplication, division and fractions) to build fluency and precision in these areas. Staff focus not only on the mathematical methods but also on mathematical vocabulary as we recognise the importance of developing a thorough understanding of mathematical terms in ensuring children become fluent and reach their full potential as mathematicians.


We strive for each child to be confident in yearly objectives and develop their ability to use this knowledge to gain a deep understanding to solve rich, varied problems and reasoning questions. Teachers at Marlborough follow the White Rose Maths Hub Schemes of Learning but also use a range of online resources, textbooks and the ‘mathematics toolkit’ throughout the school to ensure a curriculum that is specific to each child’s learning needs.




Mathematics is a broad structure that provides a way of viewing and understanding the world. Through the use of Mathematics, information can be:

  • organised
  • manipulated
  • predicted
  • described
  • explained
  • communicated
  • questioned

Mathematics should be taught across the curriculum to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum, which we hope to achieve at Marlborough.

Through fully adopting the mastery approach of Maths hub, alongside meeting the three main aims of the national curriculum for Mathematics, we want all children at Marlborough to develop into confident and competent mathematical thinkers that are able to use maths in real life situations.

Marlborough Primary School will endeavour to provide the highest possible quality of mathematical education.  All children will be taught to develop their mathematical skills to the best of their ability. This school will aim to provide a high standard of mathematical education and will promote knowledge, skills and understanding at all levels. The target is for all children to at least reach age related expectations in numeracy to prepare them for the world around them.

The school will offer a caring, supportive environment to enable the children to reach their potential as mathematicians from the educational provision available. In order to achieve this, our aims as teachers are:

  • to encourage an enthusiastic and inquisitive attitude to mathematics
  • to foster high standards of achievement in mathematics
  • to develop pupils’ numeracy and mathematical fluency, reasoning and problem solving in all subjects so that they understand and appreciate the importance of mathematics.
  • to teach children to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work as well as making good decisions around when to use the most effective and appropriate method
  • to enable children to apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty.
  • to help children understand the cycle of collecting, presenting and analysing data.
  • to teach children to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
  • to equip children with strategies to enable them to apply mathematics to real and unfamiliar situations within and beyond the classroom
  • to develop an appreciation of the intrinsic value and fascination of mathematics as well as its usefulness in life
  • to be fluent mentally with all four operations as well as recognising the relationships between these

Thus children will be able:

  • to develop a positive and confident attitude to mathematics
  • to make an active contribution to their own learning, by developing the skills of independence and enquiry
  • to become confident and competent working with mathematics
  • to develop an understanding of the ways in which information is gathered and presented
  • to become thinkers and problem solvers
  • to develop a clear understanding of the language of mathematics
  • to develop logical thinking and reasoning, enabling them to record work clearly and in a variety of ways
  • to develop the skills, knowledge and understanding needed in daily life

In the ‘files to download’ section, you can find our calcuation policy which can be downloaded.  This will show you how we approach various calculations so that you can support your child in the most effective, efficient way.  It will hopefully also give you the confidence knowing that you are supporting your child in the same way that we teach them in class. You will also be able to view each year groups overview of concepts that are taught over the year.  These will help you to see when you child will be learning each concept and be able to support them at the right time. Sub folders will be added to this page over the year as we begin to teach each concept.  These folders  will include useful manipulatives that you can use at home, videos of how to teach written methods, useful websites, games and information about how to support your child at home.

Websites for your child:

Where can I buy fun resources?
Times Tables Advice

Try to practice times tables every day.  The only way to learn them is by shear hard work!  Knowing time tables by heart is essential for your child to progress in maths.

To make it more fun, ask your child to play on the games on these websites and then test them as shown below.

Times Tables Games and Web Links:

When testing time tables knowledge, start by asking your child to recite the table forwards. Then ask then random questions about the same timetable e.g. what are six sevens? Vary the language you use e.g. three times four, 5 multiplied by 8, 7 sets of 3.  Also put the sum into a real life context such as “there are 5 people in the family and each of them needs 3 t-shirts for their holiday.  How many t-shirts will I need to pack?”

You also need to practice using times tables to answer division questions .  Help your child see the patterns in multiplication and division with real objects – sweets work well!  E.g. there are 21 smarties in the tube and three children to share them between.  How many will they get each?  Use the smarties to show 21divided by 3 = 7 and 7 times 3 = 21.  Move on to questions that don’t divide equally so your child has to select the right table and work out remainders.