At Dilton Marsh Church of England Primary School, we believe that a high quality Mathematics education provides the foundations for understanding the world around us because Mathematics models the world in which we live in so many ways. Throughout time, Mathematics has changed our lives and is vital to the world’s future development. We believe an effective maths curriculum should:

  • Prepare our children for life in an increasingly Mathematical and technological world today and in the future.
  • Help our children acquire a growing understanding of the nature, processes and methods of Mathematical concepts.
  • Encouraging open-mindedness, self-assessment, and perseverance.
  • Develop the use of Mathematical language, recording, and techniques.
  • Make links between Mathematics and other subjects.
  • Support our goal of enacting our school vision.

All pupils should be taught essential aspects of the knowledge, methods, processes and uses of Mathematics through high quality teaching and learning experiences which deliver the National Curriculum programmes of study for Mathematics (2014) and The Early Years Foundation Stage framework (2021). Our intended mathematics curriculum allows children to explore Mathematics with understanding and achieve the following desired characteristics: 

Essential Characteristics of Mathematicians

  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
    The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges.
  • The ability to embrace the value of learning from mistakes and false starts.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques.
  • A wide range of mathematical vocabulary.
  • A commitment to and passion for the subject.


In ensuring high standards of teaching and learning in Mathematics, we have implemented a curriculum that is progressive throughout the whole school.  To support the successful and consistent implementation of this, we use ‘Power Maths’ scheme of work (validated DFE Maths Mastery scheme) which scaffolds mathematical ideas, highlighting deeper underlying structures which support children’s understanding, through a ‘mastery’ approach. 

We focus on the five key principles of Mastery:

  • Coherence
  • Representation and Structure
  • Mathematical Thinking
  • Fluency
  • Variation

Mathematics is taught in blocks of lessons to ensure coverage and depth to a specific area. These blocks are split into smaller progressive steps to help the teacher focus on the key parts of the progression.  Lessons will often include varied fluency, reasoning and problems as well as high levels of pupil discussion, encouraging rich vocabulary.  We ensure progression between our year groups by focusing on what has been previously taught and focusing on what the children are working towards through a carefully planned progressive curriculum based on Power Maths and our Calculation Policy.

At Dilton Marsh Church of England Primary School, we aspire to promote children’s independence and for all children to take responsibility in their own learning.

Planning for Mathematics is a process in which all teachers are involved in to ensure coverage and consistency through the school. Mathematics teaching at Dilton Marsh involves adapting and extending the curriculum to match all pupils’ needs. We aim to stretch and challenge the most able within the year group objectives, and develop independence and confidence for the less able learners too all meet their full potential and beyond. 


The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the Mathematics Curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

Assessment for Mathematics is a continual process in which teacher use their assessments to inform intervention and next steps in learning.  We also use NFER Tests to ensure that children are making the expected progress.  Pupil Progress Meetings are held regularly and teachers are held to account for the Mathematical progress of the children in their class.

If we have implemented our curriculum successfully, all children will have:

  • Fulfilled their potential as a mathematician.
  • A wider variety of skills linked to both mathematical knowledge and understanding.
  • A richer vocabulary which will enable to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life.
  • A curiosity for the world around them which will enable them to be inquisitive and question new concepts which come their way.