Subject Leader: Mrs V Hughes
At Applegarth, we want every child to feel confident, curious and excited about mathematics. As mathematics lead, I am passionate about creating a curriculum that helps pupils make sense of the world, enjoy the challenge of problem‑solving and see the beauty and purpose of maths in everyday life.
Together as a staff team, we have high expectations for all our pupils and work hard to build a culture where every child believes they can succeed. We use the CPA approach across the school so that children develop deep, secure understanding through concrete, pictorial and abstract representations. This shared practice helps our pupils become fluent, resilient and confident mathematicians.
We are proud of the rich experiences we offer through STEM education. Our STEM days, NSPCC Number Day and cross‑curricular projects bring mathematics to life and show pupils how it connects to science, technology and engineering. Alongside this, we place strong emphasis on developing pupils’ financial literacy. Understanding money, budgeting and real‑life financial decision‑making is an essential life skill, and we weave these opportunities into meaningful, practical contexts.
Above all, we want mathematics at Applegarth to feel engaging, purposeful and enjoyable. Our pupils are encouraged to explore ideas, persevere when challenged and apply their learning across the curriculum. As a team, we are committed to ensuring every child experiences success and develops a lifelong appreciation of the value of mathematics.
Documents – Mathematics – Intent
| Mathematics – Intent Policies & Documents | Download |
| National Curriculum – Mathematics | Download |
| Progression of Mental Arithmetic | Download |
| Progression of Calculations | Download |
| Progression in Mathematics | Download |
| Mathematics Long-Term Plan | Download |
Applegarth Primary School, we are committed to providing a high‑quality mathematics education that enables pupils to understand the world, reason confidently and appreciate the beauty and power of mathematics. As stated in our policy, “we recognise that it is essential to everyday life… and necessary for financial literacy and most forms of employment” .
Our curriculum is designed to make meaningful links between mathematics and subjects such as science, computing and design technology, reflecting the real‑world interconnectivity described in our policy: “these fields are deeply intertwined in the real world and in how students learn most effectively” . Through STEM experiences, hands‑on learning and problem‑solving, pupils see mathematics in action and develop secure understanding.
We use the CPA approach, high‑quality resources and rich mathematical talk to build fluency, reasoning and resilience. Our high expectations ensure all pupils become confident, fluent mathematicians who enjoy challenge and approach their learning with curiosity and enthusiasm.
Implementation
At Applegarth Primary School, pupils move through the programme of study at broadly the same pace, supported by a whole‑school mastery approach. White Rose Maths provides the structural framework for EYFS–Year 6, while from September Reception, Year 1 and Year 2 will all follow the NCETM Mastering Number programme to secure strong early number sense and fluency. Nursery staff engage with the EEF Maths Champions programme to strengthen early foundations.
The Ready to Progress guidance is built into our long‑term planning to ensure clear progression. Teachers then adapt planning responsively to meet the needs of learners, with manipulatives used consistently across school to deepen conceptual understanding.
Our staff have received extensive professional development, including participation in the EEF/NFER Jigsaw Mathematics trial, accredited mastery training, and ongoing collaboration with the Maths Hub, including 1:1 and whole‑school professional development.
Fluency is developed progressively across school: Mastering Number in Reception, Year 1 and Year 2; bespoke 20‑minute fluency sessions in Key Stage 2; Times Table Rockstars; and Claire Christie’s structured approach to multiplication in Years 3 and 4 to support MTC readiness. Pupils also experience challenge through rich tasks from NRICH, NCETM and I See Reasoning.
Impact
Multiplication Tables Check
The MTC determines if Year 4 children can fluently recall their multiplication tables. The check is designed to help schools identify which children require more support to learn their times tables. There is no ‘pass’ rate or threshold which means that, unlike the Phonics Screening Check, children will not be expected to re-sit the check. The Department for Education (DfE) will create a report about the overall results across all schools in England, not individual schools.
There will be a 3-week window from Monday 1st June to Friday 19th June 2026 for schools to administer the check. There is no set day to administer the check and children are not expected to take the check at the same time. All eligible Year 4 children in England will be required to take the check.
2021
27% of our Year 4 pupils achieved full marks. This puts our school in the top 10% of schools nationally.
The average number of correct marks per pupils was 16 which puts Applegarth in the top 5% of schools nationally.
2022
65% of our Year pupils achieved full marks.
The average number of correct marks per pupils was 23.7
2023
35% of our Year 4 pupils achieved full marks.
The average number of correct marks per pupils was 19.9
2024
25% of our Year 4 pupils achieved.
The average number of correct marks per pupils was 19.9
2025
31% of our Year 4 pupils achieved.
The average number of correct marks per pupils was 20.4
2026
X% of our Year 4 pupils achieved.
The average number of correct marks per pupils was X
