Welcome to the Mathematics curriculum page, detailing how this core subject is delivered at Old Buckenham Primary School.

Our teachers use a mastery-based approach when teaching maths. This approach aims to build a deep, secure and long-lasting understanding of a range of mathematical processes, allowing pupils to apply their learning in a range of interconnected areas. We aim to build pupils’ confidence in their mathematic ability, encouraging them to progress through their education with a growing repertoire of skills that allows them to tackle increasingly complex mathematical situations.

Our curriculum focuses on the following key mathematical areas:

  • Number;
  • Place value;
  • Calculation (using the four main operations of addition, subtraction, multiplication and division);
  • Geometry (including shape and position and direction);
  • Fractions, decimals and percentages;
  • Statistics;
  • Measurement;
  • Algebra;
  • Ratio and proportion.

Staff at Old Buckenham deliver the maths curriculum principally through the Power Maths scheme of work. The scheme is closely linked to White Rose Maths, which itself is based upon the ‘Shanghai’ model of mastery teaching. With Power Maths, pupils take part in maths lessons that are interwoven with the three aims of the 2014 Mathematics National Curriculum, which encourage them to:

  • develop fluency in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time;
  • reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language;
  • solve problems of increasing sophistication, including breaking problems down into simpler steps, and persevering in seeking solutions;

As well as discrete maths lessons, teachers also deliver ‘maths meetings’ – short, 5-10-minute sessions at different times of the day, which allow pupils to revise and practice a range of skills that might not necessarily be related to the current topic of work. For example, a class might be working on fractions in their maths lessons, but their maths meeting might see them tackle questions on number, calculation and shape in one single session. These meetings allow children to keep on top of a wide range of knowledge and skills, especially if they haven’t been taught formally in lessons for quite a while.

In terms of assessment, teaching and support staff use formative (ongoing) assessment before, during and after lessons, deciding how to pitch their delivery to ensure all pupils are supported or challenged. At the end of individual units, teachers will administer brief End of Unit Checks, which allow children to demonstrate their understanding of the content covered within that unit. Additionally, when it comes to summative (more formal, test-based) assessment, classes will undertake termly White Rose Assessment papers in both Arithmetic and Reasoning, which are closely modelled on SATs-style test papers to build pupils’ familiarity with formal assessment situations as they move through the school. Teachers use the data from the assessments to decide which pupils may need to revisit particular content, perhaps through support staff interventions, and which pupils are able to be pushed on in their learning.

Below are the relevant documents related to the teaching and learning of mathematics at Old Buckenham Primary School:

  • Our curriculum overview, which looks at how units of curriculum content are broken down into blocks across year groups 1 to 6, with a more detailed look at the objectives within those blocks;
  • Our mathematics policy, which explains in detail what maths looks like in practice;
  • Our calculation policy, which you can use to see how children learn, apply and build upon the four operations from Reception to Key Stage 2.


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