Maths at Trinity

At Trinity Church School we strive towards shaping able and confident mathematicians who are well equipped to use maths in their everyday life. We aim to provide pupils with a secure understanding in all areas of maths: place value, the four operations, algebra, fractions, geometry, measurement and statistics. Within every area of maths, we ensure that all children are fluent, can reason mathematically and solve problems. When new concepts are introduced, children are encouraged to be able to move fluently between different representations and methods. Once the methods are learnt, children begin to deeper their understanding by applying their knowledge to reasoning and problem solving tasks. The expectation is that the majority of pupils will move through the areas of maths at broadly the same pace. However, pupils who grasp concepts rapidly should be challenged from the outset and throughout a lesson through rich and sophisticated problems.

We encourage children to be independent, resilient thinkers, who develop a positive and enthusiastic attitude towards Mathematics that remains throughout their lives. At Trinity, we endeavour to make maths for children within our school as meaningful and exciting as possible using practical resources and real life application and celebrating maths whenever possible.

We follow White Rose Maths when teaching mathematics. This is a framework that has a mastery approach to teaching Maths. This includes a belief that all children are capable of understanding and doing mathematics, given sufficient time. We believe in fostering a ‘can do’ attitude so that all children can achieve in and enjoy mathematics. We are delivering a mastery curriculum at Trinity where mathematical concepts, key ideas and the building blocks to achieve these are important for everyone. 

Trinity Maths Curriculum Overview

Sequence and Structure

We aim to have breadth in our maths curriculum and will often exceed what is expected in the national curriculum.  Our planning starts with the White Rose unit planning.

For each unit, year groups use small steps set out on White Rose. Using their professional judgement and knowledge, teachers adapt and annotate the schemes of work for each block to meet the needs of their class. During the teaching of these units, teachers are encouraged to use formative assessment to adapt the sequencing of these lessons if required.


Please visit the White Rose website for more details on the structure of our units. 


Progression in Skills and knowledge EYFS to Year 6 

Teaching and Modeling

The Concrete, Pictorial, Abstract approach (CPA)is at the core of our teaching to develop a deep and sustainable understanding of maths in pupils.

The value of discussion is recognised and encouraged with teachers carefully planning this into their sessions. When modelling processes and thinking, teachers use paired worked examples effectively.  

See our Calculation Policy to see the method your child should be working with when tackling any of the four operations.

Maths Curriculum Progression

We deliver daily number sense sessions in Early Years and daily number facts sessions in Key Stage 1 and beyond through the Number Sense Maths.

Number Facts Fluency Programme is a fully resourced scheme of work focused entirely on number facts teaching. The systematic and structured programme ensures children develop visual models of number, a deep understanding of number and number relationships, and fluency in addition and subtraction facts. It moves children from counting to calculating.

Please see the Calculation Strategies and Progression document for more information.

We encourage children to consolidate the number sense strategies by logging into their Numbots accounts regularly

Times Tables

Times tables are important because they are fundamental to many maths topics. If children can confidently and rapidly recall their times tables facts, it also frees up working memory which allows pupils to develop their reasoning skills. 

We want our children to be able to recall their multiplication and division facts with confidence. They will understand commutative and inverse facts and be able to use this knowledge to find mini and mega facts, e.g. 3 x 4 = 12 so 30 x 4 = 120 and 0.3 x 4 = 1.2

Please read our Times Tables Guide to find out how we teach times tables across KS2 and what you can do to support your child. 

Children in KS2 are encourage to consolidate their times table knowledge using Times Tables Rockstars.



Curriculum Intent

Our curriculum intent for maths reflects the purpose and aims of the national curriculum by helping our pupils to:

  • 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
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • 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

Useful Resources

The links below are to a variety of online games / platforms which your child can use to practise key maths skills at home.



Guides for Parents

Year 4 Multiplication Guide for Parents

Times Tables Help