Our Aims

We want all pupils to be mathematicians who have:

  • A commitment to and passion for the subject
  • 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, showing a confidence of success
  • 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


The following can be found by clicking here to go to our Policies and Procedures page:
  • Maths policy
  • Addition and Subtraction calculation policy
  • Multiplication and Division calculation policy

How we teach Mathematics at Combe CE Primary School

We follow the White Rose Maths Scheme for children in EYFS, Key Stage 1 and Key Stage 2. The White Rose schemes of learning are designed to support a mastery approach to teaching and learning, as well as to support the aims and objectives of the National Curriculum.

The White Rose schemes have number at the heart and a lot of time is spent reinforcing number to build competency. It also provides opportunities to build reasoning and problem solving into each lesson.

White Rose believes that all children, who are introduced to a concept, should have the opportunity to build on their abilities by following a concrete-pictorial-abstract approach.

Concrete – children should have the opportunity to use concrete objects to help them understand what they are doing.

Pictorial – alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.

Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.

Below is an example of this approach in relation to teaching addition.

(Please click on image to enlarge it)

Yearly Overviews


National Curriculum Progression (Year 1-6)

Click here to see our White Rose Maths National Curriculum Progression

Calculation Policy

To ensure a consistent approach to the development of calculation throughout the school, a Calculation Policy is followed. The policy includes models of written methods for all operations and guidance of how to teach these.

Please click here to view the addition and subtraction/multiplication and division policies.

Key Stage 1

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practise at this early stage will aid fluency.

Lower Key Stage 2

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Upper Key Stage 2

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages


Visual representations and resources are used throughout the school to support and develop pupils understanding of mathematical concepts. These include: Numicon, number lines, hundred square, base ten blocks, place value cards, place value counters, Cuisenaire rods, number cards and multiplication squares.


The analysis of data along with the ongoing assessment of pupils’ progress enables the SENCO to work alongside teachers to target the specific needs of children. Targeted interventions are put into place to support and further develop pupils’ understanding and knowledge.