Thornton Primary School

Thornton Primary School

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Maths Curriculum Overview

Our Maths Intention

All pupils at Thornton Primary School are taught maths in a way that enables them to think clearly about how to tackle a problem, have better reasoning knowledge and skills that they can utilise as they progress through their education and life, and work fluently and efficiently. Rather than having one method to solve five questions, we want our children to learn five methods to solve one question. This mantra has helped shape our approach to teaching maths.


Maths lessons are structured in a variety of different ways to ensure that all children in our school make the best possible progress and have a secure understanding and knowledge of different concepts.


After trialling Power Maths with the children in our Year 5/6 Class during Autumn 2020, all classes adopted this approach in January 2021. Although our classes are mixed aged, the approach means that the children will be taught in year groups for maths to ensure a mastery approach is achieved. Power Maths ensures that all children have the chance to fully understand a concept and utilises the Concrete to Pictorial to Abstract approach.


Power Maths incorporates reasoning and problem solving into all lessons so that the children apply their maths knowledge and skills. Sometimes, lessons are taken outside of the classroom so that the children can practise what they have been learning in the ‘real world’. Examples of this are when our EYFS children work in our Forest School and use non-standardised measurements such as sticks they have collected to compare different lengths and children in Year 5 and Year 6 work outside drawing accurate circles with a specified radius or diameter and utilised this learning to create circular beds and planters in Forest School.


We pride ourselves on providing learning opportunities that are accessible and ambitious for all learners, enabling all children to make progress and have a sense of achievement. We achieve this through sequential planning, allowing skills to be scaffolded and extended as appropriate. We support our SEND children further through pre-teaching subject specific vocabulary and scaffolding work where appropriate. We also create an ethos of not being afraid to make ‘mistakes,’ but instead, for children to be risk-takers, problem solvers and to develop resilience. 


When teaching times tables, the inverse facts are also taught so that the children understand what times tables mean and how to use them effectively when they have to apply their knowledge. When completing arithmetic/problem solving/reasoning, the children are encouraged to approach calculations as follows:


• Do I know the answer?

• Can I calculate it mentally?

• Can I use a jotting?

• Formal written method


We utilise this approach so that children have the chance to develop fluency and can work in the most efficient way possible. It also assists them when problem solving/reasoning.

Power Maths 'how to' video for parents and carers

Short introduction to Power Maths for parents and carers.

Power Maths Explained for Parents/Carers