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Aims of the Primary National Curriculum for Mathematics

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.

Source: National Curriculum 2014

Statement of intent:

At Kingfisher we aim to develop the full potential of all our pupils as confident and capable learners who have a passion for mathematics, and so that all pupils believe that they are mathematicians. We aim to equip them with an essential set of skills that all pupils need in order to be successful in further education and later life.



  • To ensure pupils are fluent in fact recall and calculation.
  • To ensure pupils develop as problem solvers.
  • To develop mathematical reasoning.
  • To ensure children have a deeper understanding of the key concepts of mathematics.


Progression and delivery:

Maths lessons at Kingfisher will include a variety of learning for children to actively participate in. Learning objectives are explicitly shared when appropriate and new concepts are introduced in a real-life context so pupils understand the importance and usefulness of their learning. Lessons will include fluency in various forms, reasoning and problem solving. The children will be able to move through the three areas to ensure a depth of learning and a challenge for all pupils.


We ensure that the recall of key number facts is fluent by teaching multiplication facts explicitly from year two to year four; their progression is tracked so that any gaps in learning can be addressed (if these skills are not secure by then, teaching will continue into years five and six.) This prepares pupils for the upper KS2 mathematics curriculum, where the applications of these skills are essential for accessing other areas of mathematics. For example: percentages, ratio, pie charts and area & perimeter. Before the teaching of multiplication facts, number pairs to ten and twenty are taught in year one but also in the Foundation Stage if pupils are ready.


Calculation is another key skill that pupils need to be fluent in. To make this happen, calculation is taught explicitly in each year using the objectives from the National Curriculum. To ensure these skills are not forgotten, arithmetic is taught each morning for fifteen minutes so that these key skills in calculation can be retained and pupils can become fluent. Children will be taught a progression of methods throughout their time at Kingfisher. Each year group will build on the previous calculation methods that the children will have been taught.


Promoting and developing skills in problem solving and reasoning is another essential aspect of mathematics at Kingfisher. Firstly, pupils will be unable to access problem solving and reasoning questions if their calculation and fact recall is not fluent. We will teach pupils to apply their mathematics to a variety of routine and non-routine problems which increase in sophistication. In reasoning, pupils may follow a line of enquiry, make predictions and develop an argument for their answer. They will understand how to ‘explain’ and/or ‘prove’ their answers using mathematical language.


Mathematics also interconnects with other subjects such as Science and Geography; pupils will need to be able to apply their skills from mathematics into different subjects and contexts. Where appropriate in the curriculum, Mathematics will be embedded within other subjects.



Our aim at Kingfisher Primary School is that every child’s needs are catered for and every child is given the chance to succeed, wherever their strength lies. It is our aim to give every child the opportunity to experience success in learning and to be the best that they can be. Teachers aim to include all pupils fully in all lessons. All pupils are encouraged to access age-appropriate learning; this is done by careful planning, differentiation, support and use of resources. If pupils are working significantly below that of their year group, teachers will plan for their individual needs, taking learning from NC objectives or EYFS if appropriate.


Tracking and assessment:

Mathematics is assessed each half-term using a mixture of formative and summative teacher assessment. Pupils are assessed against the National Curriculum for their particular year groups. Pupil progress is analysed in Pupil Progress Meetings each half-term and target pupils are then identified and shared with Senior Leaders. A plan is then devised by the class teacher to meet the additional needs of those pupils. Children recall and retention of the taught curriculum will be monitored and assessed. This will allow staff to ensure that there are no gaps in a child’s learning in that particular year group.



Intervention in Mathematics can and will be used for a variety of reasons. Firstly, should a child or children need help retaining and recalling the taught curriculum, intervention will allow extra time to ensure this concept is secure. As well as this, interventions can be used to secure key facts that are needed for each year group. For example, times tables and number bonds. Both these areas can be quickly supported through effective intervention. Interventions will be used to ensure children have the depth and security of learning in each year before they leave that year group.

Examples of work:

Problem Solving and Reasoning at Kingfisher:

Problem solving and reasoning is a key component of maths at Kingfisher. Within lessons and through teaching, opportunities for problem solving and reasoning will be given to all students. In EYFS and Key stage 1, initial problem solving and reasoning will be verbal and through the questioning of the teacher or the activity that is being undertaken. As children work though Key Stage 1, opportunities for written problem solving and reasoning increase. Children will be introduced to the three elements of problem solving and reasoning at Kingfisher. These are:

Solve it: problems where children will need to use fluency skills to calculate an answer to a problem, this can include word problems, puzzles and balancing equations.

Explain it: children are given the opportunity to explain their mathematical thinking and to use both calculation and their own knowledge to explain a concept, question or misconception.

Prove it: Children are provided with a statement, equation or theory and must prove or disprove its accuracy. This will require the children to use skills developed in all areas of fluency, problem solving and reasoning.

Deeper Learning: Deeper Learning are planned activities which allow children to challenge the parameters of a concept by applying the skill to a question of increased complexity.


Maths in EYFS:


Children are introduced to number (starting with the numbers 1 – 5 ), through both discrete lessons and activities and through targeted questioning by staff. As well as this, children learn songs and rhymes to help them understand what numbers are and how they are used. To further enhance the learning of number, children are taught subitising through a variety of number games, planned activities or learning opportunities. Children are shown number in differing ways and reasoning is introduced with children being promoted to explain their answers such as how did you make 4.


In Foundation, children are taught to further develop their understanding of number and the key concepts of maths. Number recognition, composition of number, formation of number and subitising form the main focus for maths in EYFS. Children are given a whole class input and then work within smaller groups with an adult to complete activities based on the lesson input. Alongside this, children are given numerous opportunities to explore concepts of maths in the continuous provision activities. These activities allow the children to access extra learning opportunities and provide staff with the opportunities to further develop children's understanding or clarify any areas of uncertainty. As well as this, play allows children the opportunity to explore mathematical concepts and ideas.


Key Stage One:

In Key Stage One, children are taught key mathematical skills and concepts as a class and have discrete lessons to learn and master fluency skills and develop opportunities for problem solving and reasoning. Formal problem solving and reasoning is introduced and as children progress through the key stage there is an increase in their independence in problem solving and reasoning.

Key Stage Two:

Children in key stage taught are taught to be fluent in the calculation skills needed for their year group. To further promote the recall of these learnt calculation skills, children complete frequent arithmetic questions to allow them to consolidate their learning and fluency with differing calculation skills. Problem and solving and reasoning opportunities are frequent in lessons and children’s independent skills in this area are developed. Children have regular access to problem solving and reasoning activities in their learning journey, which allows them to deepen their knowledge of a concept or topic. 

Maths around the school:

Pupil Voice:

‘I like writing numbers.’ Jack, Reception

‘On our playground there are numbers that help us learn.’ Thea, Reception

‘ I like learning how to add bigger numbers in maths’ Elena, Year 1

‘Maths is my favourite lesson.’ Josiah, Year 1

‘I like how we learn new skills in Maths’ Pola, Year 2

‘I like how we have lots of Solve its to do’ Maya, Year 3

‘It helps me get better in TT Rockstars’ Oliver, Year 3

‘I really like arithmetic as there is a mixture of everything and is it challenging’ Annabelle, year 4

‘ Solve it, I like Solve it as it is a challenge’ Natan, year 4

‘I like how hard it is, there are lots of skills you need to learn’ Oscar, year 5

‘Maths is a big part of life’ Ernest, Year 5

‘Maths helps us learn new skills that you can use in life.’ Mia Year 6

‘ You have to think about what you will write for explain it as well as the calculation.’ Toby, year 6