Mathematics at Dobwalls Primary School


"Good mathematics is not about how many answers you know...It's about how you behave when you don't know."



National Curriculum aims:

The 2014 National Curriculum for Mathematics aims to ensure that all children:

  •  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.

Statement of Intent:

At Dobwalls School, we strive to deliver a maths curriculum that encourages learners to become confident, resilient and open-minded mathematicians. Through creative and engaging lessons, our children will make rich, meaningful connections across mathematical ideas and concepts to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our overarching intent is to deliver a curriculum that is accessible to all and will maximise the development of every child’s ability, academic achievement and life-long passion for the subject.

As our pupils progress, we intend to use Maths as a foundation for understanding the world around them, develop an appreciation and curiosity into the beauty and power of mathematics and make links to other areas of the curriculum. Mathematicians at Dobwalls will spend time becoming true 'masters' of content, applying and being creative with new knowledge in multiple ways. We value that mistakes and misconceptions are an essential part of learning and addressing these are fundamental approach to our teaching.  


  • In school, we follow the National Curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment.
  • Daily 1 hour and 30 minute Maths lesson - split into two discrete parts for KS2 and one hour for KS1

o   (30-45 minute) Daily 'arithmetic' and times tables practice

o   (45-60 minute) Focused Maths lesson linked to a year group NC objective

  •    Lesson Design:
  1.      Daily arithmetic practice.
  2.     Math's 'talk'.
  3.     Times tables practice.
  4.     Taught fluency. (ACQUIRE)
  5.     Independent fluency/ variation. (APPLY)
  6.     Challenge: reasoning/ problem solving. (DEEPEN)
  •  Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson and move through the different stages of their learning at their own pace.
  •  Concrete/pictorial/abstract methods used to teach key mathematical concepts:

Concrete is the 'doing' stage. During this stage, students use concrete (physical) objects to model problems.

Pictorial is the 'seeing' stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical objects they have handled and the abstract pictures, diagrams or models that represent the objects from the problem.

Abstract is the 'symbolic' stage, where children use abstract symbols to model problems. Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem.

  •  The school calculation policy (see attached document) has been designed to support teachers and parents in understanding the CPA methods in each year group for number and calculation and ensure consistency in teaching.
  • Concrete resources are readily available in every classroom to assist demonstration of a mathematical concept appropriate to that year group.
  • New concepts are taught through clear modelling and are presented initially in a wide range of real-life contexts to improve understanding.
  • 'Maths Talk' takes place in every lesson to ensure efficiency of finding a solution, addressing misconceptions , making sense of a problem and reinforcing and applying previous learning.
  •  At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition and is embedded as the topic progresses.
  • All teachers ensure challenge is visible throughout the whole lesson, where children are asked to reason and prove their understanding in a wide variety of contexts.
  • Children with additional needs are included in whole-class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
  • Intervention groups are planned for underachieving children or children with additional needs to support learning.
  • The online programs Mathletics and Times Tables Rockstars help children to continue learning at home inline with the mastery approach taught to them in school.
  • The local Maths Hub group provides CPD and training for teaching staff to implement and further develop the mastery approach across the school.


Progression of skills:

Below is an outline of progression in mathematics that we use to assist in the assessment of progress and achievement:


Class Overviews

Below is an overview guide of what each year group will be learning in class over the year:

Useful Links:

Mathletics -

Timestables Rockstars -

Maths Playground –

BBC bitesize –

Countdown Numbers Game -

'Hit the Button' Timestables game -

Topmarks Maths games -

Here is a useful mathematics glossary resource that could be used at home to help understand specific vocabulary used in school:

Over the last three years mathematics standards have continually progressed due to continued improvement in teaching and learning. 


Enrichment is an important part of the Maths learning at Dobwalls and aims to provide children with many wider curriculum opportunities. In the past these have included:

  •          'Budgeting' money workshops with Natwest bank for children in Years 3, 4 and 6.
  •          Whole-school enterprise project to raise money - sell products in the school summer fair.
  •          Years 1 and 2 'open classroom' to promote mastery Maths approach to parents.
  •          White Rose 'Barvember' challenge for both pupils and staff!
  •          Year 6 'Fiver' challenge in the summer term.
  •          'Magic Maths' Day led by Magician Jon!