Our maths subject lead is Mrs Z Hitchings.
The aims for our Maths curriculum taken from the National Curriculum
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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
We teach Maths using the content and skills of the National Curriculum.  This is supplemented by the selective use of additional materials from the White Rose schemes of learning and the White Rose Calculation policy - see below.

At Russell Lower School we have adopted a Mastery approach to create independent mathematicians who take risks, enjoy challenge and who are equipped to apply their mathematics skills in the wider world.  At each stage of learning children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

Our calculation policy offers the concrete-pictorial-abstract approach to cement children’s learning and allow them to confidently progress over time.  We want our children to be fluent in the fundamentals of maths and to be able to reason mathematically and solve problems.

            Mathematics is a creative and highly inter-connected discipline…providing the solutions to some of history’s most intriguing problems.’

National Curriculum (2014)

As a school we have adopted the White Rose Maths Hub schemes of learning.  The WRMH planning is a national project designed to provide schools with the most up to date processes and procedures in Mathematics teaching and learning.  We aim to develop a whole school culture of deep understanding, confidence and competence while building resilience in our learners. 

Our Russell Maths days and cross-curricular links to other subjects such as Science, R.E, D.T and P.E. allow the skills and knowledge to be used outside of the Maths lessons.

We encourage maths talk through describing, explaining, convincing, justifying and proving.  We believe that the ability to ‘talk maths’ is fundamental when progressing as a competent mathematician.  Maths talk starts in the early years at Russell and continues throughout the children’s learning journey.  Maths lessons are planned to include ‘Talk Partners’ to give opportunities to share and convince.  For example, persuading, proving and justifying when describing ‘which one doesn’t belong’. 

            In order to learn mathematics effectively, pupils primarily need to talk about their mathematical ideas, negotiate meanings, discuss ideas and strategies and make mathematical language their own.

Lee, C (2006)

Pupils who grasp concepts rapidly are challenged to deepen their understanding through a variety of sophisticated problems before accelerating through new content while children who are not sufficiently fluent with age related expectations are provided with opportunities to consolidate their understanding through additional practice before moving on.  Pre-teach opportunities are offered to build confidence and fill gaps in knowledge.

Long term plans

Foundation Stage Maths Workshop workshop – Friday 27th November 

Do you want to know more about how we teach Mathematics at Russell Lower School?

Would you like to be able to better support your child’s Maths at home?

Would you like to know how we have changed the way we teach Maths in Foundation Stage at school this year, and why it is so important?


We normally hold an information session/workshop in school for parents/carers to explain this further, to let you know how you can support your children, and to answer any questions you may have.

Unfortunately, this is not possible this year and as a result we are sending you a Loom link to a video presentation (no more than 20 minutes, which you can pause/re-play at your leisure) by Mrs Brown (our Foundation Stage lead) and the associated resources as attachments.

We would urge as many of you as possible to view this Loom 'Workshop' so that you are best able to support your children.  Just click on the link below to view it.  You can watch it as many times as you want.

Following this, should you have any questions, please contact your child’s class teacher via the class email, or Mrs Brown at 

The Loom and resources will all also be available via the ‘Parent Workshops’ tab on the school website.

Thank you so much for your continued support.

Loom video link: