Maths gives us hope that every problem has a solution.

Maths Intent


It is our aim at Swimbridge Primary School that every child has a high quality maths education where they gain deep relational understanding, make rich connections and recognise the importance of maths to everyday life. With all staff promoting ‘growth mindset’ thinking; that everyone can do maths,  all children will be challenged, scaffolded and encouraged to excel using the ‘connective model’ enabling them to experience hands-on learning when discovering mathematical concepts and allowing them to have clear models, vocabulary and images to aid their understanding.   It is our aim to support the children in becoming happy and resilient mathematicians who relish the challenge of maths and become independent, reflective thinkers, whose skills not only liberate them in maths but give them a  powerful set of skills, to equip them for secondary school and life.


As a school we follow the White Rose Scheme which is influenced, inspired and informed by the work of leading maths researchers and practitioners across the world. At Swimbridge, we strongly believe in the White Rose Mantra - EVERYONE CAN DO MATHS: EVERYONE CAN! 

Following White Rose guidance ensures there is progression across the school within each area of mathematics covered, the children’s knowledge and skills built on and extended each year and continually revisited to ensure children are learning more and remembering more. The clear guidance, calculation policies, videos, consistent representations, CPA approach and sentence STEMS supports teachers delivery and maximises progress for all children. 

Times Tables 

Each week a Times Tables focus is practised to give children the opportunity to improve their rapid recall skills with facts up to 12x12. A weekly times table quiz gives the children a chance to demonstrate their progress with this key learning. All children also have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes in school. 


Another part of our Maths lessons is the use of Fluency Games designed by a "Primary Mathematics Teacher Research Group in Camden, London". These fluency games support our children to have a combined conceptual understanding with an ability to recall accurately and rapidly.They concluded that children who are truly fluent don't just know the core facts, they also knew what these unlocked, how to use and apply them and could articulate what they were doing. The games are a bank of non-written contexts which demand all children talked and reasoned numbers whilst supporting the least able. They understood that the least confident mathematicians participated better in:

At our school, these happen regularly. Some of our favourites are: Bingo, Bango, Bongo, Guess my Set, Would you rather, give me a silly suggestion to the answer to... and Odd one out.

Number Talk

A key part of our Maths lessons here at Swimbridge is "Number Talk." by Shelly Parish. This is a 5-15 minute classroom conversation around purposefully crafted computation problems that are solved mentally. These are designed and structured in a way to support children with the efficiency of solving these mentally, in a supportive environment where children learn from each other.


From 2022/2023, we will be using the Ready to Progress Statements to assess our children on their mathematical understanding. The Ready to Progress Statements identify the most important conceptual knowledge and understanding that pupils need as they progress from year 1 to year 6. These important concepts are referred to as ready-to-progress criteria and provide a coherent, linked framework to support pupils’ mastery of the primary mathematics curriculum.


The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer. Our feedback and catch up groups support children to strive to be the best mathematicians they can be. 

The Connective Model

At Swimbridge, we believe that learning mathematics and demonstrating understanding of mathematics involves connecting real experiences, contexts, mathematical images/concrete materials, language and symbols. 

We ensure the  use of high quality materials and tasks to support learning and provide access to learning for all. These may include problems solving activities, visual images and concrete resources (e.g. counters, number lines).

The Calculation Policy

The school Calculation Policy for Mathematics illustrates how learning is broken down into small, connected steps, building from what pupils already know. Sufficient time is spent on key concepts to ensure learning is well developed and deeply embedded before moving on. Contexts and representations are carefully chosen to develop pupils’ reasoning skills and to help pupils link concrete ideas to abstract mathematical concepts. 

Each class is equipped with a range of mathematical resources and apparatus relevant to the year group. Our calculation policy also provides a progression of vocabulary and language taught within each year group to ensure consistency as children move through the school.

Calculation Policy A and S .pdf
Calculation Policy M and D .pdf

Supporting with Maths at Home

When you think about it, modern life is just full of maths: Telling the time, looking at timetables, setting the table, preparing food. Bills and activities like decorating and gardening provide children with a steady stream of real life mathematics to think about - if you talk with them and allow them the opportunities to participate.

Children being included in the adult world teaches them that maths isn’t just for the classroom. All this said, mathematics is something that some parents or carers may feel less confident in. To get you started, here are some ways you can include your child in mathematics at home:

Children should be fluent in tables up to 12 x 12 by the end of Lower key Stage 2. There is a national check for children at the end of year 4. 

As a school we are using Times Tables Rockstars to encourage our children to be confident mathematicians who can easily recall the times tables number facts. This provides a fun, competitive and light hearted way for children to learn their times tables.