At Rainford CE, we believe that every child can master an understanding and love of maths with the right kind of teaching and support. Mathematics teaches children how to make sense of the world around them through developing their ability to calculate fluently, reason and solve problems as well as enabling them to understand relationships and patterns in both number and space in the world around them. We want to build our pupils’ cultural capital so that by the time they leave us in Year 6, they are fully prepared for future learning, employment and everyday life. Through our curriculum, we instil a mathematical respect and understanding in all our pupils so they are deeply aware of the essential role of maths to everyday life, particularly financial literacy, as well as its critical relationship with science, technology and engineering.


Furthermore, the design of our maths curriculum allows pupils to develop and embed meta-cognition, problem solving and co-operative learning skills, all of which are essential for sustainable, successful future learning across all subjects. Our curriculum provides a rich variety of mathematical opportunities to explore, take risks and take the lead in exploring mathematical concepts thus ensuring all our children develop into confident, inquisitive mathematicians who are not afraid to take risks and who have secure mathematical foundations with an interest in self-improvement. Every classroom provides a safe environment in which mathematical thinking is valued and encouraged so that pupils can follow a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.


The aims for teaching mathematics at Rainford CE Primary School are:


  • to become fluent in the fundamentals of mathematics so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
  • to reason mathematically by following a line of enquiry;
  • to promote enjoyment and curiosity of learning through practical activity, exploration, investigation and discussion;
  • to understand the importance of mathematics in everyday life;
  • to develop children’s ability to move between concrete, pictorial and abstract/symbolic representations fluently and confidently;
  • to promote confidence and competence with understanding and using numbers and the number system;
  • to develop a practical understanding of the ways in which information is gathered and presented;
  • to explore features of shape and space, and develop measuring skills in a range of contexts;
  • to enable children to select and use a range of mathematical tools effectively;
  • to promote and provide opportunities for children to develop core learning skills of confidence, determination, curiosity, aspiration, teamwork, independence, communication and focus;
  • to develop cumulatively sufficient knowledge and skills for future learning and employment.


Our curriculum directly supports the following intent of the National Curriculum, in particular the belief that all pupils deserve the same high-quality, ambitious curriculum:

  1. 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
  2. All pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  3. All pupils can 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.


Maths No Problem (MNP)

MNP is founded on expert learning theories and is fully aligned with the 2014 English National Curriculum for maths. In particular, Jerome Bruner’s Concrete, Pictorial, Abstract approach lies at the heart of MNP as it builds on learner’s existing knowledge by introducing abstract concepts in a concrete and tangible way. The MNP approach has a built-in progression that supports pupils when they are learning new ideas, starting with the ‘doing’ stage that uses concrete manipulatives, real-life examples or activities to allow learners to discover the mathematical concepts for themselves. Pupils are then given visuals or they can draw diagrams to represent the same ideas. They are encouraged to visualise the concrete objects or real-life examples and make connections with the pictorial representations. This progression from seeing and then drawing models allows learners to move to the abstract ‘symbolic’ stage where learners have a solid understanding of the concrete and pictorial stages of the problem, strong visualisation skills and can now access abstract mathematical concepts and use symbols to model problems.


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