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Manor Church of England

Infant School

Love, Trust and Truth

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Maths Curriculum Intent

At Manor, our Maths curriculum enables children to:

  • have a lifelong love of mathematics;
  • be successful mathematicians;
  • be challenged as they build mathematical knowledge ensuring that they become fluent in the fundamentals of mathematics, being able to reason logically and solve problems;
  • be introduced to mathematical ideas, skills and thinking strategies that are essential in everyday life and understand the importance;
  • enjoy learning through practical activity, exploration and discussion;
  • develop basic skills in number – oral counting, reading numbers, writing numerals, place value, counting in steps, calculation (addition, subtraction, multiplication and division), calculation;
  • be confidence and competence with numbers and the number system;
  • develop the ability to solve problems through decision-making and reasoning in a range of contexts;
  • develop a practical understanding of the ways in which information is gathered and presented;
  • explore features of shape and space, and develop measuring skills in a range of contexts.


In Maths, we aim to enrich the children's love and passion for Maths by providing a stimulating maths curriculum.  Mathematics is a core subject in the National Curriculum, and we use the National / Local Authority curriculum guidance as the basis for implementing the statutory requirements of the programme of study for mathematics. Alongside the programme of study for mathematics, we use many other resources to ensure that we offer is rich and varied mathematical experience. These include NCETM and NRich. These are used across the school to allow children to be exposed to a variety of different types of learning and to ensure coverage of fluency, problem solving and reasoning in different formats. Teachers also implement the schools agreed policies for progression in written and mental calculations. Pre and post unit assessments are used where appropriate along with termly assessments which help teachers to gather an understanding of their pupil’s existing and developing knowledge and skills.

Children are introduced to mathematical ideas, skills and thinking strategies that are essential in everyday life. Maths tasks and activities encourage children to make sense of the numbers, patterns and shapes they see in the world around them. It offers ways of handling data in an increasingly digital world and makes a crucial contribution to learning.

The school uses a variety of teaching and learning styles in mathematics to deepen children’s understanding. We demonstrate methods using different representations to ensure children grasp the concept before moving on. We have different manipulatives to support children in their learning such as, Numicon, dienes, beads, foam tens frames and multilink. We also incorporate a range of natural resources into lessons and use ICT to model ideas, methods and practice skills. Resources and equipment are audited regularly so that children have materials of high quality and accuracy to support their learning. Our resources allow us to better use models and images to support learning in each area and enable the progression from concrete to pictorial to abstract. Children are familiar with these resources and can access them independently where needed.

During our Maths lessons we encourage children to ask as well as answer mathematical questions. Wherever possible, we encourage the children to apply their learning to everyday situations. We plan and teach the children based on their attainment. This provides suitable learning opportunities for all children by matching the challenge of the task to the attainment of the child. We achieve this through a range of strategies including a cut-away approach, differentiated group work and deploying Teaching Assistants. This ensures that work is matched to the needs of individuals.


Staff subject knowledge allows the intentions of our mathematics curriculum to be delivered successfully. We continually strive to build upon the excellent understanding of the expectations of the curriculum that our staff have. We achieve this through regular quality CPD which is provided on our INSET days, external maths managers meetings and lesson observations. All staff are encouraged to raise questions, seek support and request further training if needed in order to ensure everyone is confident in what they teach. Good practice is always shared between staff and all CPD is used to inform teaching and learning across school.

Correct mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are then encouraged to use it independently when talking about maths. Vocabulary is displayed clearly on working walls and is referred to in every lesson. Timetabled interventions for maths are in place for children with SEND; all other children receive regular group support as part of their maths lessons with further support for individuals or small groups where a need is identified. Fluency is developed through repeating, reinforcing and revising key skills; daily arithmetic takes place in all classes. Children are given time to practice and perfect their calculation strategies including giving pupils the opportunity to make appropriate decisions when estimating, calculating and evaluating the effectiveness of their chosen methods. Feedback is given in a variety of ways to ensure pupils are well informed and making visible progress. Discussion is essential to learning and children are encouraged to discuss their thoughts, ideas and methods with a partner, group or the teacher. Task types are varied to suit different pupils and their learning preferences; developing reasoning remains one of our key focuses. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience.

Milo's Money

We use Milo's money to teach children about money and finance. By developing children's financial literacy, we want them to learn about the value of money. In the storybook, Milo completes a painting job for his uncle and earns some money. He learns what money is and begins to consider the many and varied options he has when it comes to using his new coins. We use Milo’s money to help children recognise and know the value of different denominations of coins and notes. Further up the school, Milo’s money gives a practical contexts to add and subtract amounts of money to give change. To find out more about Milo's money, visit



Trailblazer is an exciting outdoor learning resource for young people of all ages which embeds curriculum teaching outside using your school grounds. We incorporate Maths into our Trailblazer sessions. Each half term the school will take part in Trailblazer activities outside. Children take part in maths activities outside to develop their number skills in different contexts.



NCETM Mastery Programme

As of 2021, we are part of the mastering number programme that the NCETM launched in partnership with the DfE as part of the COVID recovery response. This has a focus on developing understanding and mastering the concept of number in early years and KS1. Each class in the school spends 15 minutes a day completing the programme which encourages children to have a deeper understanding of the number system. A variety of resources are used when delivering this programme such as 10s frames, counters and rekenreks. 


By the time the children leave Manor at the end of Year 2 they will:

  • be fluent problem solvers who are able to reason about their mathematics;
  • understand the relevance and importance of what they are learning in relation to real world concepts;
  • know that Maths is a vital life skill that they will rely on in many areas of their daily life;
  • 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;
  • know that it is OK to be ‘wrong’ and that this can strengthen their learning because the journey to finding an answer is most important;
  • be confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem;
  • have a good understanding of their strengths and targets for development in Maths and what they need to do to improve.