Maths provides a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. We aim for all our children to see maths as a vital part of everyday life and aim to nurture a confident, resourceful and enthusiastic attitude towards maths that will stay with them through their education and beyond.

Our curriculum for aims to ensure that all children, including those with special educational needs or disabilities; become fluent in the fundamentals of Mathematics; are able to reason mathematically and can solve problems by applying their Mathematics

These skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts.

We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.


The content and principles of the 2014 National Curriculum for maths underpin and characterise our approach and convey how our curriculum is implemented:

  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace and differentiation is achieved by focussing on the needs of individuals. Those who grasp concepts rapidly are challenged through activities that enable them to deepen their knowledge.
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring additional support.

To ensure whole consistency and progression, the school uses the White Rose Maths scheme and the staff attend training courses through the Maths Hubs programme for professional development to ensure that staff at all levels understand the pedagogy of the approach.

 In KS1, problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then models strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.

The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Teachers are committed to ensuring there is a positive outcome for everyone and address and negative preconceptions if a child thinks ‘they can’t do it’ or are ‘not good at it’. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with excellent achievement. At the end of KS2 attainment at the highest standard was in the highest 20% of all schools in both 2018 and 2019. In addition the 3 year average attainment score was also in the highest 20%.

Number Facts Awards Scheme

The ability to be fluent in the understanding of number facts including times tables is key to becoming a successful mathematician and enables children to approach increasingly complex problems with confidence.  At all levels within the school, starting in Foundation Stage, the children participate in a Number Facts Award Scheme to encourage the children to become better mathematicians through learning all aspects of number. The challenge focuses on rewarding children as they become proficient in basic number facts before moving on to times tables when ready.

On-Line Independent Maths Learning

Times Tables Rock Stars is a carefully sequenced programme of times tables practice. When it comes to times tables, speed AND accuracy are important – the more facts a child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help pupils master the times tables. Your aim is to become a ‘rock star’ – you will achieve this when you can answer times tables questions correctly in 3 seconds or less. If your recall becomes even quicker you can become a ‘rock hero’ and, finally, a ‘rock god’!

In addition at Key Stage 2 they have access to the Sumdog website, which enables them to play games, whilst practising key skills. They have their own avatar and as they master skills they are rewarded with pets. It’s a great way to keep your child learning whilst having fun.


Maths Master-classes are run by Billericay School, which provide enrichment opportunities for particularly able or enthusiastic mathematicians. Two children from each class are chosen each term and invited to attend.

Please contact Mr Whyman if you would like to discuss any aspect of maths at Stock.

For further information on how we cover the objectives of the national curriculum, please see the documents below –