Mathematics Intent


  • Children to develop fluency in the fundamentals of mathematics, including 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.
  • Children to reason mathematically by following a line of enquiry, conjecturing relationships, developing a justification or proof using mathematical language
  • Children to solve problems by applying their mathematics to a variety of problems, including breaking down problems into a series of simple steps and persevering in seeking solutions.


  • We want all children to enjoy mathematics and to experience success in the subject, with the ability to reason and problem solve mathematically. They are able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts and subjects.


  • We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of mathematics.

Together in God’s Promises, Goodness and Love:

  • Children are exposed to the full range of in-class collaborations, and partnerships with parents, teachers, peers and external opportunities.


Core Mathematics Learning

At Holy Trinity, children study mathematics daily, covering a broad and balanced mathematics curriculum including elements of number, calculation, geometry, measures and statistics. Alongside daily maths sessions, an additional Times Tables lesson is taught for children in Year 2 and above (i.e. addition, subtraction, multiplication, division and fractions) to build fluency and precision in these areas. This will take the form of a “morning challenge” for the first 15 minutes of the day. These are stored in blue folders.  Due to the interconnected nature of mathematics, at Holy Trinity, we aim to teach maths in a cross-curricular manner as well as discretely to teach the practical application of mathematical skills (Please refer to yearly overviews). We focus not only on the mathematical methods as seen in the calculation policy (Appendix 4) but also focus on mathematical vocabulary.

The calculation policy and yearly overviews follow a mastery approach, using White Rose as a basis. At Holy Trinity, we all have the shared vision that every child has the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems.

The teaching of mathematics follows the CPA (Concrete, Pictorial and Abstract) approach as demonstrated in the calculation policy.

Concrete step of the CPA approach:

Concrete is the “doing” stage. During this stage, pupils use concrete objects to model problems. The CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. With the CPA framework, every abstract concept is first introduced using physical, interactive concrete materials.

For example, if a problem involves adding pieces of fruit, children can first handle actual fruit. From there, they can progress to handling abstract counters or cubes which represent the fruit.

Pictorial step of the CPA approach:

Pictorial is the “seeing” stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they have just handled and the abstract pictures, diagrams or models that represent the objects from the problem.

Building or drawing a model makes it easier for children to grasp difficult abstract concepts (for example, fractions). Simply put, it helps students visualise abstract problems and make them more accessible.

Abstract step of the CPA approach:

Abstract is the “symbolic” stage, where children use abstract symbols to model problems. Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem. The abstract stage involves the teacher introducing abstract concepts (for example, mathematical symbols). Children are introduced to the concept at a symbolic level, using only numbers, notation and mathematical symbols (for example, +, –, x, /) to indicate addition, subtraction, multiplication or division.

For Additional Information Please see the Mathematics Policy:




Progression Grids:











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