We designed our mathematics curriculum with the aspiring goal of all pupils aiming high and achieving mastery in mathematics; developing a love of the subject and an ability to connect areas of learning whilst developing their resilience through problem solving; and know that they can achieve in the mathematics whilst at Thurgoland Primary and in the future.

At Thurgoland we intend to:

  • Encourage ALL children to believe that they can achieve and aim high in mathematics! 
  • Show children that mathematics is a tool for everyday life.
  • Ensure children are confident mathematicians who are not afraid to take risks. 
  • Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
  • Provide our children with a variety of mathematical opportunities, which will enable them to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time

Mathematical implementation

  • Long term: National Curriculum and Development Matters
  • Medium term: WR Yearly overview and small steps, up-dated annually in response to misconceptions, data and in house monitoring of teaching & learning.
  • Short Term: Short term planning is supported by the use of the White Rose Maths Hub materials. 
  • A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to:
    1. Activate/revisit prior knowledge during the Anchor Task/Fluent in 5/Fact Friday; 
    2. See how an answer can be formulated when Learning is Guided by the teacher
    3. Work through Varied Fluency questions
    4. Whole class problem solving and reasoning through Guided problem solving
    5. Apply their learning to Reasoning and Problem Solving activities daily
    6. Reflect on their learning and progress made during the lesson against the objective
  • There are multiple representations for all – using a CPA approach (Concrete, pictorial, abstract). Children who struggle to grasp concepts will continue make use of manipulatives to support their learning before transferring their learning to more abstract understanding.
  • Objects, pictures, words, numbers and symbols are everywhere. 
  • Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
  • Work is marked during the lesson (live marking) 
  • Pupils who grasp concepts rapidly are challenged through sophisticated problems.  
  • Those pupils who are not sufficiently fluent with earlier material are provided with opportunities to consolidate their understanding, including through pre-teach sessions and Same Day Interventions.
  • For children who are significantly below ARE, the use of several interventions this year include: Num Bots and Dynamo maths.
  • Times Tables Rockstars is used by all children to ensure rapid recall of all multiplication facts and corresponding division facts.

Discrete Knowledge Downloads Per Year Group


  • During lesson planning and book monitoring, cohesion can be seen across and within units due to use of WR small steps.
  • 82% of Y6 children leave the school at ARE and 29% at GD, therefore they are well prepared for the transition to secondary school.
  • Pupils have a real love for mathematics, which can be seen daily in lessons, during enrichment opportunities i.e. enterprise project, money week and pupil voice activities 
  • Key facts are used daily though problem solving where children apply their mathematical discrete knowledge, revised during fluent in five and Friday facts to secure chn’s subject knowledge.
  • There is a consistent approach of the structure of maths lessons throughout the school, children understand the sequence of a lesson and all experience fluency, problem solving and reasoning during every lesson making children prepared for the expectations in Maths. 
  • Planning is adapted from small steps to reflect the needs of the class/specific children, evidence through questioning, marking, teacher judgement from lessons. 
  • Girls and groups identified as not making expected progress from previous key stage show confidence in and enjoyment of the subject
  • Targets set for girls are in line with those set for boys 
  • Targets set for PP and SEND pupils are aspirational 
  • Additional adults are used to support pupils from the beginning of the lesson
  • Girls and pupils identified as not making sufficient progress within the lesson are targeted quickly within the lesson
  • Work scrutiny shows that all groups make progress within lessons including girls, less able and pupil premium pupils 
  • All pupils are given access to challenging work – including girls, less able and pupil premium

Useful Documents

Values that are at the heart of Thurgoland


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Thurgoland C of E Primary School
Halifax Road
S35 7AL

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