Oaks Primary Academy follows the National Curriculum for Mathematics. The mastery scheme of learning, as developed by White Rose Maths, is used across all phases to ensure continuity, sequenced teaching of skills, rigorous coverage of the curriculum, and challenge. Teachers look to tailor the White Rose Maths scheme of learning to best suit the needs of the children in their class. As such, lessons are carefully planned to provide learning opportunities that address the three key aims of the National Curriculum: fluency, reasoning and problem solving. 

Here at Oaks Primary Academy, we have a culture that fosters deep conceptual and procedural knowledge, enabling our learners to become competent and confident ‘masters’ of maths. We believe that every child can be successful in mathematics and a ‘one size fits all’ approach simply doesn’t enable all children to reach their mathematical potential. As a result, it is commonplace to see a plethora of resources and approaches being utilised in our classrooms to help each child achieve that light bulb moment. 

Our core aims in mathematics are: 

  • To first and foremost develop a love of maths, break down preconceived misconceptions/notions and to make maths fun at it’s core.
  • To increase our children’s awareness of the application of maths in everyday scenarios outside of school via the PYP. Knowing that key principles of mathematics underpin many walks of life and that it benefits us in so many ways.
  • To ensure that maths does not feel standalone and instead is valued in it’s ability to help us across the rest of the curriculum and throughout life. We want maths to be seen as the team player it is, working hand in hand with Science, technology and engineering (STEM) which is reflected in our curriculum matrix.
  • To ultimately strive to develop life long mathematicians who are confident and forward thinking, ready to change the world for the better. It is our job to inspire and enthuse every child at Oaks to believe that they can succeed in maths and take the skills they acquire here with them into life beyond our school gates.

How we achieve mathematical mastery: 

  • Manipulatives and other concrete and pictorial resources are widely used to promote children’s understanding of abstract concepts. This concrete pictorial-abstract approach is used across the school to enable pupils to confidently apply and use formal written methods as they move up through the school. 
  • Pupils are encouraged to be as independent as possible in accessing and selecting appropriate resources to help them with a task. Our working environments encourage the children to have agency, choosing resources and manipulatives which they believe will best support them to grow in confidence.
  • Precise higher-order questioning is used to assess pupils’ learning at each stage of the lesson. Tasks are planned to provide ‘intelligent practice’ – ensuring that fundamental skills are consolidated, that fluency is secured, that misconceptions are addressed and to allow pupils to make rich connections across the subject that deepen their learning. 
  •  A range of assessment methods are employed by teachers and LSA’s to continuously monitor progress. Low stakes assessments are a key component of our high quality teaching. Assessing the children continuously, in the moment, through a range of methods allows teachers to adapt their teaching, support the needs of every individual and generally ensure each child is progressing confidently. This method of assessment is coupled with summative assessments which take place at regular intervals to reflect on termly blocks of teaching.
  • Pupil conferencing is employed as the method of feedback, allowing teachers to give immediate, in the moment verbal feedback. Through conferencing, teachers are able to address misconceptions and also to discuss pupils’ maths learning and progress in depth. 
  • Pupils are taught in whole-class mixed ability settings and staff have high expectations for all. 
  • Pupils are given regular opportunities to discuss mathematics and develop their reasoning skills, with an emphasis on using the correct mathematical vocabulary at all times. Peer and self-assessment reinforce this process, with the aim to promote metacognition – getting pupils ‘thinking about their thinking.’ 
  • Pupils learn to apply their knowledge and skills through problem-solving activities and investigations, supported by a range of high-quality resources. 
  • A high priority is set on the learning of both number bonds and times tables. The acquisition of basic number facts to a standard where there is accurate and rapid recall is paramount, thus forming the strong foundations of a fluent mathematician. We assess times tables and number bonds via Times Tables Rockstars and Numbots. Both programmes are loved by the children here at Oaks Primary Academy and there is a buzz about our termly competitions and awards which are celebrated in whole school assemblies.

For further information, please visit White Rose Maths (schemes of learning and calculation policies).

Oaks Calculations Policies



Early Years Foundation Stage




Useful Links

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EYFS and KS1 Maths

Below are the website links for the Early Years and Key Stage 1 maths:

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KS2 Maths

Number Activities

Below are the website links for Key Stage 2 number activities:

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Times Tables

Below are the website links for Key Stage 2 times tables:

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Online Learning

Below are the website links for Key Stage 2 online learning activities:

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Games and Puzzles

Below are the website links for Key Stage 2 maths puzzles and games:

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Below are the website links for Key Stage 2 maths reasoning problems:

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Problem Solving

Below are the website links for Key Stage 2 maths problem solving questions:

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Data and Statistics

Below are the website links for Key Stage 2 maths data and statistics activities:

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Patterns and Algebra

Below are the website links for Key Stage 2 maths patterns and algebra activities:

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