During maths lessons, which usually take place every morning, the children are given the opportunity to explore new learning and develop their mastery of the subject.  Teachers are enthusiastically planning new ways to apply mathematical skills to real life, concrete contexts as this is the main focus of our maths teaching.  They are also constantly looking for opportunities to ensure that maths is not taught as a discrete subject but is applied to the school’s entire curriculum and indeed, links to maths are made throughout the whole entire school day.  This could be in science where their statistical knowledge is essential, or in the form of an investigation, linked to our creative curriculum, or even on the playing fields in P.E. where data and recording might be necessary.  We fundamentally believe that mathematics is an area of learning where all children should be empowered to see the relevance in their everyday life, to be given the chance to enjoy and master it and to truly excel.

Starting maths lessons with a brain-energising warmup is essential and this often takes the form of maths songs, mental teasers or mental maths exercises.  This all supports long term memory storage of mental maths facts, ensuring that quick recall is immediate and scaffolds their deeper level thinking strategies.

Your 4 and 5 year olds, beginning their school journey at Langton Green Primary School in either Bumble Bee or Dragon Fly, will be taken on an exciting mathematical journey and by the end of their incredible year, will have had the opportunities to develop their language to discuss and master:



Shape, Space and Measure


·      Recognising numerals to 10.

·      Estimating then counting objects up to and beyond ten.

·      Using ‘more’ and ‘fewer’ for comparison.

·      Finding the total of two groups of objects by counting them.

·      Finding one more or one less from a group of ten objects.

·      Beginning to use mathematical vocabulary in discussions about real life maths that interests them.

·      Recording marks that they can explain.


·      Naming and describing 3Dimensional and 2Dimensional shapes in and around their world.

·      Discussing positions of everyday items (e.g. behind, on, under).

·      Investigating weight and length and time.

·      Creating patterns and building models.

·      Beginning to use mathematical vocabulary in discussions about real life maths that interests them.


Having completed their amazing journey through our school, the children will be secondary ready towards the end of year 6 and will have had the opportunity to have enjoyed mastering:












Working with numbers up to 10,000,000 in context:


Adding, subtracting, multiplying and dividing


Percentages, ratio, and proportion

Manipulating and calculating complex fractions and decimals up to 3dp.


Using simple algebraic formulae



Transforming shapes using four quadrants


Accurately drawing any given polygon


Calculating angles of polygons

Discussing and comparing polygons



Solving problems involving the calculation

and conversion of units of measure


Converting between miles and kilometres.

Investigating and calculating (using formula) perimeters, areas and volumes of polygons (2D shapes) and polyhedrons (3D shapes)



Drawing a range of charts to represent data


Interpret graphs and charts and use data to solve problems

Calculate and use, in context, the averages of data


Throughout the school, teachers plan maths topics and lessons using a distinctive three part structure:

Concrete – putting the maths topics into context with real life situations and scenarios

(this may include guests speakers in the form of parents, other staff members or colleagues’ contacts coming to talk to the children about how maths features in their line of work, videos on maths in use in the wider world or the teacher and children talking about issues and situations to which, they may have personal links.)

Pictorial – helping the children to visualise the maths in a huge variety of ways. 

(This could include using manipulatives – bright, tangible resources created to present maths concepts visually, working outside in the environment, teachers and children’s illustrations and drawings)

Abstract – consolidation and practice of the techniques and skills, in order to apply the concept to real life situations and problems.