Home Page


Vision Statement

At St Anselm’s we believe that mathematics is an essential life skill. Strong mathematics is an indicator of success in later life. Our school value is "Success for All" and we believe mathematics to play an integral role in achieving this.


Curriculum Intent


We aim to develop children who are confident and flexible mathematicians.



Clearly Structured Lessons

In Nursery and Reception, children will complete their mathematics following the free-flow structure required at this age range. From year 1 to year 6, children will complete mathematics daily using the starter of their lesson for retrieval/revisiting previously taught concepts before beginning the new lesson. Children will understand that mathematics is not a series of individual lessons, but there is a clear link between one lesson and the next with the progression of skills across year groups. Research highlights the need for children to revisit skills frequently to embed them in their LTM (Long Term Memory). 


Concrete- Pictorial- Abstract Concept

We understand that children should all be able to solve abstract problems by the end of each topic. However, not all children will initially have the ability to do so. Therefore, using the CPA (Concrete, pictorial, abstract) methods we can scaffold their learning effectively so that all children can access mathematics. This scaffolding should drive progress for the children of our school with the eventual aim that all children can complete these abstract calculations.


Reasoning and Problem-Solving

For children to be successful at mathematics, they must have a clear understanding of the core principles of mathematics and be able to apply these skills to various problems. By exposing children to skills in a variety of contexts, this will develop their resilience and understanding of how to apply these concepts to real-world problems.


As well as a variety of pictorial problems which prepare them for assessments, the children will be given word problems, reasoning problems and problem-solving activities which prepare them for later life. A crucial component of children’s enthusiasm for any subject is an understanding of its place in the real world- something these problems will show them.


Variety of Methods

We recognise that not all children are the same. One of the joys of mathematics is the ability to solve a problem in a variety of ways. Therefore, by exposing children to a selection of methods, we give the children the best possible chance of finding a way to make maths work for them.

We will give them access to a variety of written and mental methods for calculations, ways to identify key information in questions, sentence stems to help structure their answers and pictorial methods (such as the bar method) to allow them to tackle detailed problems.

During each phase of their learning, children have rich opportunities to reason mathematically. Exposure to daily mental and written calculations, enables children to grow in confidence in trying out their own methods, justifying their thoughts and seeking more elegant solutions to practical problems. In solving real-life problems the children become efficient in breaking down problems into a series of simple steps. The children enjoy using ‘MyMaths’ an interactive learning resource, which challenges all learners at home and school in different areas of Maths. The children’s persevering nature for solving problems enables them to achieve well in their learning, equipping them for life.


Mr. R Jennings is our Maths Leader.

Pupil Voice

I like that it is good for our brains. (Year 2 Pupil)

We learn about - + methods. (Year 2 Pupil)

I like that it is challenging and makes me think. (Year 4 Pupil)

I like using new methods to solve hard problems. (Year 4 Pupil)

We get to expand our knowledge.  (Year 6 Pupil)

We know algebra and most concepts now. (Year 6 Pupil)

Year Group ~ Long Term Plans

Year 2 Concrete Subtraction with Exchange

Our maths day this year was all about time! The children arrived at school that morning blissfully unaware that we had been HACKED (not really). It was up to them to solve calculations based on the year group time objectives and gain passwords to help break the hacker's control.


Our terrific time tutees were tasked with answering each question and finding the requisite letters needed to form a password; with prizes given for completing each level. Thanks to their efforts, the school was, in fact, saved and these children were rewarded with their very own electronic watches.