Maths
The All Saints’ Way…
Maths Curriculum Intent...
Discovering God | Learning Together | Achieving Our Best
At All Saints’, we believe that mathematics is a vital, creative discipline that helps us understand God’s world and empowers us to make a difference in it. Rooted in our vision of Discovering God, we see the beauty, order, and logic of mathematics as a reflection of the divine—offering children a way to explore the patterns and structures of creation.
We want every child to learn together through a rich, engaging maths curriculum that sparks curiosity, enjoyment, and a sense of achievement. By developing fluency in mathematical fundamentals, reasoning skills, and problem-solving abilities, pupils gain confidence and independence in their learning.
Too often, children believe that maths is something they “just can’t do.” At All Saints’, we actively challenge this mindset. We foster a ‘can do’ attitude and promote the belief that everyone can do maths. Through quality-first teaching and timely intervention, we support all learners and ensure that no child is left behind.
As part of achieving our best, we provide a broad and connected experience of mathematics, making strong links across the curriculum and ensuring smooth progression through each year group. Our goal is for every pupil to leave All Saints’ with the skills, confidence, and enthusiasm to use maths in everyday life—and to see its power to shape the future.
Impact…
By the time the children finish their maths education at All Saints they have confidence to ask questions, share ideas, make mistakes and reflect on their maths journey. Our children need to be strong and know that they can overcome many obstacles and challenges if they work hard and give it all they’ve got.
Children demonstrate quick recall of facts and procedures, including the recollection of the times tables and have the flexibility and fluidity to move between different contexts and representations of mathematics.
We look for positive impact and resilience of our children through observing learning regularly, early intervention where necessary and reviewing pupil’s test scores and performance; outcomes of work in both maths books, topic or science books and formal assessments (NFER or National Formative Assessments).
