Part of the Faculty of STEM

Faculty Leader:

  • Mr A. Jones

Mathematics Subject Leaders:

  • Miss S. Redford and Miss G. Holmes (Early Maths)

External Stakeholders:

  • Emily Willis (Teacher of Mathematics / Able and Ambitious Coordinator – Excel Academy)

Subject Vision:

At Milton Primary we truly believe that the language of mathematics is international and that the basic skills of mathematics are vital for the life opportunities of our children. With this in mind, our vision is to equip all of our children with the tools required to think mathematically and calculate fluently, enabling them to reason and solve problems in a range of different contexts.

Through a concrete, pictorial and abstract approach, the children at Milton Primary are afforded opportunities to experience a sense of awe and wonder as they solve a problem for the first time, discovering different solutions and making links between different areas of mathematics.

Principles of Outstanding Mathematics

These are the ‘Principles of Outstanding Mathematics’ at Milton Primary Academy. They were devised and agreed by the children and staff in January 2020, informed by the way we feel that mathematics should be taught across the Academy.

Principle 1: Children are excited and enthusiastic about mathematics.

Principle 2: Children lead their own learning, asking and answering their own mathematical questions and finding answers in different ways.

Principle 3: Mathematics strikes a balance between practical and written learning and children enjoy learning through exploration.

Principle 4: Teachers use a range of effective assessment strategies to inform the planning and teaching of mathematics.

Principle 5: Teachers introduce children to a range of age-appropriate mathematical terminology, and they use this confidently.

Principle 6: Children and adults appreciate the awe and wonder of mathematics, making links to how, where and why it forms part of their everyday lives.

Principle 7: The progression of mathematical skills and conceptual understanding is carefully planned for and clearly evident.

Principle 8: Teachers enable children to access a range of enrichment opportunities, both within and beyond the curriculum.

Mathematics Subject Leader

Our names are Miss Redford and Miss Holmes and we are the mathematics subject leads at Milton Primary Academy. Our role is to ensure that the teaching and learning of mathematics across our academy is relevant, engaging and enables all children to fulfil their potential.

We believe that mathematics is an essential tool for everyday life and at Milton Primary we are committed to ensuring that children have a positive attitude towards their work in this area, as well as being competent and having confidence in their understanding and application of mathematical knowledge, concepts and skills. Most importantly though, our role as mathematics subject leads means that we are always striving to ensure that each and every member of our academy community has the opportunity to appreciate just how magical maths can be!

In line with my own ethos and current best practice, mathematics at Milton is taught using mastery curriculum, that we have adapted to meet the needs of our academy. We also use a CPA (concrete, pictorial, abstract) approach wherever possible, and we are proud of the fact that our amazing team take every opportunity to provide our children with hands-on activities that develop the skills of recall, fluency, reasoning and problem solving.

As mathematics subject leaders, we are confident, knowledgeable and enthusiastic and our passions for the subject can be traced right back to our own experiences of mathematics whilst at school. Our favourite aspects of mathematics are measurement and statistics, as the knowledge and skills that we develop in these areas are used frequently across our curriculum!

Mathematics Curriculum

At Milton Primary Academy we aim to provide a mathematics curriculum that is creative, inclusive, challenging and inspired by the real-world. It inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates curiosity and supports high-quality learning, allowing each and every learner to fulfil their potential.


In the Early Years Foundation Stage, we teach mathematics through the mathematics strand of the Early Years Foundation Stage Framework.

Ongoing mathematics experiences and opportunities are planned from the objectives set out for ‘Numbers’ and ‘Shape, Space and Measure,’ which underpin the curriculum planning for children aged 3-5 at Milton Primary Academy.

The experiences that we provide ensure that children develop a secure understanding of the number system. By the end of the Reception year, they will be able to:

  • Count reliably with numbers from 1 to 20 and place them in order, saying which number is one more or one less than a given number.
  • Using quantities and objects, add and subtract two single-digit numbers and count on or back to find the answer.
  • Solve problems, including doubling, halving and sharing.
  • Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
  • Recognise, create and describe patterns.
  • Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

KS1 and KS2:

The Primary National Curriculum for Mathematics aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

With this in mind, our programme of study for Mathematics clearly sets out what will be taught and learnt at each point in the year for all year groups.

Cross Curricular Links with Mathematics

Fundamentally, everyone’s experience of the world is cross curricular, as everything that surrounds us can be seen and understood from multiple perspectives. Our mathematics curriculum at Milton Primary therefore aims to take advantage of a range of opportunities for children to make links between different subject areas, supporting the use and application of what has already been taught and learned in new and different ways and providing opportunities for deep, meaningful learning.

English (inc. Reading): At Milton Primary, we recognise the importance of not only understanding and applying mathematical ideas, but also being able to convey them to others. With this in mind, we make links between mathematics and English by: spelling mathematical vocabulary correctly and using it in the correct context; interpreting and discussing the results that we get after collecting data in maths lessons; using inference skills to work out what is being asked of us when we are faced with a worded problem; using a maths dictionary to find information; and also solving comprehension questions in our maths lessons using maths comprehension cards.

Science: Mathematics and science are both exciting subjects that work side by side at Milton Primary, with one providing the opportunity to practice and the hone skills and knowledge gained from the other. For example, almost every scientific investigation is likely to require one or more of the mathematical skills of classifying, counting, measuring, calculating, estimating or recording and in view of this, children have a range of opportunities to develop and apply these skills in each academic year. For example, children in Year 1 observe over time when studying the four seasons, using mathematics skills to measure the amount of rainfall in each month and recording their results in a simple table, whilst children in Year 6 draw line graphs to show how their heart rate fluctuates during exercise.

Computing: The primary computing curriculum states that computing has deep links with mathematics, and it is therefore important that children apply what they learn in mathematics during their computing lessons, and vice versa. Examples of this include but are not restricted to: drawing angles and developing an understanding of position and direction using floor robots (bee-bots); presenting information, such as statistics, using Excel or other similar programmes; and using logic and reasoning when writing scripts using Scratch.

SMSC and British Values: Opportunities for children to experience and understand SMSC and British Values can be found in many aspects of our mathematics curriculum at Milton Primary. Specific examples of this include:

  • Spiritual: The study of mathematics enables students to make sense of the world around them and we strive to enable each of our students to explore the connections between their mathematical skills and every-day life. Developing deep thinking and an ability to question the way in which the world works therefore promotes the spiritual growth of our children.
  • Moral: The moral development of pupils is an important thread running through our mathematics curriculum. Students are provided with opportunities to use their maths skills in real-life contexts, applying and exploring the skills required in solving various problems. For example, children are required to understand the consequences of their actions: E.g. If you perform a particular action to one number, will the same outcome apply to other numbers? Is this always the case? ‘Sometimes, Always, Never?’
  • Social: Problem solving skills and teamwork are fundamental to mathematics through creative thinking, discussion, explaining and presenting ideas. Children are always encouraged to explain concepts to each other and support each other in their learning. In this manner, they realise their own strengths and feel a sense of achievement which often boosts confidence and over time they become more independent and resilient learners.
  • Cultural: Mathematics is a universal language with a myriad of cultural inputs throughout the ages. Children are therefore encouraged to understand and appreciate personal influences and viewpoints, taking into account other people’s views and understanding how to express their own. For example, this may include considering how to explain to someone where they may have gone wrong in their attempts to answer a question.
  • British Values: Children are exposed to a range of fundamental British values though the teaching and learning of mathematics at Milton Primary. These include but are not restricted to: democracy (when votes take place to generate data), tolerance of those with different faiths and beliefs (such as when learning about the patterns/shapes that feature in the religions of Islam and Hinduism), and mutual respect (by taking turns and sharing practical equipment.)

Physical Education: As technology and testing now plays an increasingly important part in elite-level sport, we feel that it’s only right that we develop these skills in our physical education lessons, and this is where the maths comes in! For example, in their PE lessons, children measure time, distance, and speed, working out a mean average of their results and also determining their personal best; they also present their results and compare them to those of their peers by plotting data on a graph. What’s more, PE and maths are also closely linked by the use of grid references when orienteering, and also by applying a knowledge of sequences and symmetry when performing in dance and gymnastics.

Assessment in Mathematics

At Milton Primary Academy we all agree that the effective assessment of children’s learning helps us to ensure that each child makes good or better progress so that ‘Together We Achieve Our Best.’ This section therefore outlines the various assessment methods and practices that we use to monitor pupil progress and attainment in mathematics at Milton Primary, and also ensure that the activities that we plan for our children are suitably matched to their ability and level of development.

Formative Assessment (AfL): During the teaching of each National Curriculum unit of mathematics, children’s ability to recall and calculate, as well as their ability to reason and problem solve, is assessed formatively by their class teacher. A range of low-stakes assessment activities are carried out in various forms, including the completion of pre and post unit assessments, live marking, targeted questioning, key skills checks and class discussion. Many of the formative assessment tools that we use are done so at the teacher’s discretion, therefore ensuring that they are appropriate for the age of the children and nature of the current learning.

Summative Assessment: At the end of each unit of learning, and also termly, teacher’s make a summative judgment relating to children’s knowledge and understanding, as well as their ability to reason and problem solve within the associated context. This is recorded on our academy tracking system and on each child’s ‘Maths Target Card’, which stays with them throughout the academic year, ensuring seamless tracking of progress and attainment in mathematics across the academy.

Statutory Assessment and Reporting: In addition to the formative and summative assessment tools discussed above, teachers of children in years 2 and 6 also complete a National Curriculum Assessment (SAT) of their learning in the relevant key stage. At Key Stage 1, teachers also make a summative judgment relating to the attainment of each child in their class, based on the current teacher assessment framework and the child’s SAT score, and submit this to the local authority.

Educational Visits and Enrichment

At Milton Primary Academy we place great emphasis on the importance of educational visits and visitors to enhance the teaching and learning of mathematics. These visits and visitors, which provide valuable opportunities for learning through first-hand experience, are therefore an integral part of the curriculum and allow our children to make valuable connections between what they have learned in class and their first-hand experiences in the real-world.

Whole School Enrichment and Clubs: During their time at Milton, all pupils have access to extra-curricular maths clubs and enrichment opportunities, and we are pleased to currently be working with the Excel Academy, as well as other local schools, to offer an ambitious and talented challenge group! As part of this initiative, children visit the Excel Academy and spend an afternoon completing a range of activities, whilst also being taught by a specialist mathematics teacher!

We are also proud of the way in which our children engage with Times Tables Rock Stars! Both staff and children regularly participate in class, year group and whole school battles and our TTRS launch day was a great success – the costumes and times table games were both incredible! What’s more, our Year 4 children are also currently city champions of TTRS, having won a city-wide competition in January 2020. The five-person final was even made up of four children from Milton – how impressive!

In addition to this, all children have access to before and after school maths clubs, when they are able to work with their teachers and practice lots of new skills.


Pupil Voice

At Milton Primary Academy we believe that the view of every pupil is important to ensure that we provide the best education possible. Here is a selection of pupil voice collected during the 2019/20 academic year, and in some cases, what we are doing / have done to improve the mathematics education that we provide.

Leo in Nursery said… “I like counting the bugs!”

Nieve in Year 1 said.. “My favourite thing about maths this year was using the Numicon to show different number bonds!”

Austin in Year 2 said… “I love doing a Key Skills Check every Friday. All of us in 2AJ try to beat each other’s score and we can always say ‘well done’ when they get better.”

Will in Year 3 said… “We could do more maths outside.”

Will said it… we did it!! Don’t worry, Will! Outdoor maths is on its way to Year 3. I know that your teachers have already planned lots of exciting outdoor activities for you to complete when you learn about shapes and measurement – keep an eye out for those later in the year.

Meghan in Year 4 said… “I enjoy doing lots of problem solving because it makes me think about how to find the answers”

Finn in Year 6 said… “I’d like us to use the iPads more in our maths lessons.”

Finn said it… we did it!! Me too, Finn! With this in mind, we’ve just purchased 60 tablet devices that you’ll be able to complete lots of maths questions on everyday. The programme is called ‘Learning By Questions’ and we know you’ll love it!”

Aaron in Year 6 said… ” It’s good when all of the teachers from different year groups come to help us correct our Key Skills Check answers. There’s so many of them all helping us to get better!”


Please see below a selection of documents that relate to the intent, implementation, and impact of mathematics teaching and learning at Milton Primary Academy. If you require any additional information relating to this subject, then please contact the subject leader, Miss S. Redford, via the academy office (