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Preparing resilient learners in an ever changing world
'Vittoria Primary School is a happy place.' 'Pupils talk confidently and positively about the school.' Staff have high expectations for every pupil.' Leaders have made sure a broad curriculum is in place across the school.'OFSTED Oct 2021

Maths is led by Miss Liney


'Mathematics knows no races or geographic boundaries; for mathematics, the cultural world is one country.'

David Hilbert 


Read Our Maths Curriculum 



Why do we teach this? Why do we teach it in the way we do?


At Vittoria, we believe that children should leave primary education with a growth mindset, resilience, high confidence and a deep conceptual understanding of the skills and knowledge required to approach any mathematical problem. We understand that knowing isolated mathematical  facts and methods is not sufficient. Therefore, we strive to ensure our pupils understand mathematical ideas, and have the ability to transfer their knowledge into new situations and apply it to new contexts. It is this depth of knowledge that will put our pupils on the path of greater social equity and mobility.


Thoughtful planning and carefully designed lessons enables teaching staff to make meaningful connections between content with a high emphasis on enquiry. Mistakes and misconceptions are integral elements of pupils learning. Pupils are  provided with rich an sophisticated challenges that sharpen and further refine their problem solving skills. At our school the majority of pupils will be taught the content from their year group. They will spend time becoming true masters of content taught with the ability to make creative links, thinking critically and develop an affluent mathematical vocabulary.



What do we teach? What does this look like?


We view the national curriculum through the maths mastery lens; as a result, lessons are planned and sequenced using White Rose Maths. To ensure all pupils have the ability to reach mastery, we utilise the C-P-A approach. The vast majority of topics begin with pupils manipulating concrete resources in order to support their understanding. Pupils then move towards pictorial representations and finally begin working in the abstract once they are secure in their understanding. Sentence starters and key vocabulary are key ingredients to mathematics lessons; pupils are encouraged to discuss their ideas and provide detailed written explanations and diagrams. We believe that all maths lessons should contain problem solving/reasoning as opposed to isolated abstract calculations.


Our pupils engage in daily arithmetic and times table sessions which develops their mathematical fluency. Regular assessments take place and results are celebrated across all year groups. Pupils also have the chance to take part in a termly mathematics competition (Pi – Olympians) where each class competes with one winner from each year group.



By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. Children are tested on the content they have been taught after each half term and the gap analysis data informs subsequent lesson planning and interventions. We also use White Rose tests as a summative assessment in order to monitor overall progress in mathematics.