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Downsview Community Primary School - Mathematics

Downsview Community Primary School

Life at Downsview Community Primary School


To view the school's Calculations Policy, please click on the link below:

Calculations Policy - awaiting ratification from Governors

Mathematics Policy - awaiting ratification from Governors 

Introduction: Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.  The programmes of study for each year group are organised into distinct domains but pupils are taught to make connections across mathematical ideas. Children also apply their mathematical knowledge to science and other subjects.

Vision: The vision for mathematics at Downsview Primary School is that all children:

  • Become fluent in the fundamentals of mathematics using both written and mental methods easily and effectively (see Calculations Policy)
  • Are able to reason mathematically
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems
  • Will have a “mastery” of mathematics in which they experience a consolidation and broadening of the programme of study for their year group
  • Will have access to a wide range of manipulative equipment to support them in their understanding and development of mathematical concepts
  • Are assisted in making their thinking clear to themselves as well as others through teachers’ inclusion of discussion to probe and remedy misconceptions

Spoken Language

  • The National Curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically
  • The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. All staff, therefore, use mathematical language and terminology consistently and appropriately across the year groups.

Organisation Of Mathematics Teaching

  • Children experience the teaching of mathematics through daily mathematics lessons
  • Key vocabulary and terminology relevant to current teaching is always on display and used by teachers and children to support learning
  • Mathematical displays are consistent between year groups so that children are familiar with the use of them
  • The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress are based on the security of pupils’ understanding and their readiness to progress to the next stage
  • Differentiation takes place only where it is useful and appropriate to do so, in order to avoid creating artificial ceilings which limit pupil progress
  • Some children (usually those significantly above or below age-related expectation at any given time) have a personalised programme of study
  • Where mathematical interventions are required, these are time-limited and measurable in their impact
  • Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content
  • Pupils who are not sufficiently fluent with earlier material are taught to consolidate their understanding, including through additional practice, before moving on
  • Technology is used to support pupils’ conceptual understanding and exploration of more complex number problems


At Downsview Primary School teachers from year 1 to year 6 are using detailed schemes of learning published by the White Rose hub to plan effective maths lessons incorporating fluency, reasoning and problem solving.

The White Rose schemes support ‘Teaching for Mastery’

Year 1 Mathematics Yearly Overview 

Year 2 Mathematics Yearly Overview

Year 3 Mathematics Yearly Overview 

Year 4 Mathematics Yearly Overview 

Year 5 Mathematics Yearly Overview

Year 6 Mathematics Yearly Overview 


  • Children are encouraged to evaluate and discuss their own mathematical learning
  • Formal White Rose Assessments will take place three times year in Year groups 1-6
  • As well as offering praise, marking highlights errors and misconceptions
  • By the end of each Key Stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study