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The Maths Curriculum at Limpsfield


At Limpsfield, we are committed to ensuring that all our pupils are successful in the three core areas of the National Curriculum: fluency, reasoning and problem-solving. Underpinning this pedagogy is the belief that all children can achieve in maths and gain a deeper understanding of maths through ‘mastery.’ 

Our curriculum aims to foster an enthusiasm and passion for maths in children and equip them with the skills they need to achieve as high a standard as possible. We have the aim to develop this through events such as ‘Maths Days’, participating in the National Maths week and most importantly, through planning and delivering creative lessons that include a wide range of concrete resources and that encourage investigative and problem-solving mind. Our objective is to help all pupils become confident in their conceptual understanding and use of maths so that they have the self-belief and determination to succeed when presented with a challenge. We are dedicated to enabling children to recognise how maths relates to the wider world in order to give the subject meaning and relevance, and so that they can use their mathematical skills and knowledge in real-life situations.

At the core of our curriculum is the Concrete, Pictorial and Abstract approach to maths.

Concrete: children have the opportunity to use concrete objects to help them understand and explain what they are doing.

Pictorial: children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract: With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence


Maths progression of vocabulary

Calculation Methods Overview

Y3 Maths Guidance – Ready-to-progress criteria

Y4 Maths Guidance – Ready-to-progress criteria

Y5 Maths Guidance – Ready-to-progress criteria

Y6 Maths Guidance – Ready-to-progress criteria




Formative assessment informs day-to-day teaching and learning and the necessary support to enable all pupils to make progress. STAT assessment grids are updated regularly to inform teachers of the progress that is being made for each child and to identify gaps in their learning so the appropriate provision is put in place. At the end of each unit of work or half term, teachers complete a summative assessment. At the end of the Autumn and Summer term, teachers use NFER tests to formally assess the children and again to identify progress and gaps in learning.

Pupil voice is used to capture the views of our children with regards to maths and to find out the areas where the children feel it could be improved. It also highlights areas that may need further support and intervention.

At the end of each year, we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GDS). Children who have gaps in their knowledge receive appropriate support and intervention. We expect children with SEND to make the best possible progress against their starting points. Clear outcomes and targets are set for each child using a bespoke curriculum (the Birmingham Toolkit) to ensure that they can move on to the next stage of mathematics with confidence.


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