Our children are taught mathematics from the Foundation Stage through to Year 6. Teachers create learning opportunities that deliver the areas of learning outlined in the Early Years Foundation Stage Statutory Framework and the National Curriculum.
In Nursery, Reception and our in-school hub, The Hive, children experience mathematics through continuous and enhanced provision, as well as through directed Mastery Maths sessions delivered in small groups.
Throughout Key Stage 1 and Key Stage 2, maths is taught in parallel classes.
In KS1, staff have developed a learning environment that blends EYFS approaches with the Key Stage 1 curriculum. Children—particularly those in Year 1—explore mathematical ideas daily through continuous provision. All children also work with a class teacher in a small, focused group, following learning objectives tailored to their individual needs.
Throughout KS2, new and revisited learning is delivered using concrete resources, pictorial representations and abstract methods. This approach supports all learners in securing strong foundational mathematical understanding.
“At The Forge Trust, we believe that Mathematics, alongside English, is one of the two most important subjects that children need a firm grasp of by the time they leave primary school.
[…] we prioritise calculation and mental arithmetic, along with using and applying, and reasoning skills, because we consider these areas to be the most crucial everyday skills that children will need in later life to thrive and prosper.”
“The aim for teachers of Mathematics is to encourage and enable children to recognise the importance of the subject in everyday life and the world around us. We want children to be confident, enjoy the subject and develop patience and persistence when solving problems. The process of applying logical and critical thinking to a mathematical problem in order to work out the correct strategy to solve the problem is called ‘reasoning’. This is a key area for children to grasp and become able mathematicians. Children should be proficient at written arithmetic and calculation and be able to use and apply these skills competently.”
As outlined by the Department for Education (DfE), “Having a secure grasp of the basics of maths, including the fluent recall of times tables, is crucial for children’s success in moving on to more complex maths.” In line with this, the DfE has introduced the Multiplication Tables Check (MTC), a statutory assessment for all Year 4 pupils. The MTC allows teachers to identify pupils’ ability to recall multiplication and division facts up to 12 × 12, supporting Upper Key Stage 2 staff in planning and delivering the KS2 curriculum in preparation for Year 6 SATs.
At West Park, we provide regular opportunities for children to embed their recall of multiplication facts up to and beyond Year 4. As part of our maths lessons, we have a daily focus on practising a times table of the week. Teachers model a range of methods to support children in recalling multiplication facts, which are assessed weekly.
The ability to recall, or to use strategies to recall, multiplication facts up to 12 × 12 enables children to access a wide range of mathematical concepts, including fractions. In arithmetic assessments, for example, children need to recognise familiar denominators, and knowing a broad range of times tables helps them do this confidently.
At The West Park Academy, mathematical skills are applied across the wider curriculum. Using maths in different subjects helps children deepen their understanding and apply their learning in meaningful contexts. For example, during science and geography topics, children use measurement and data handling when presenting results or exploring temperatures. In history, working with timelines and dates strengthens their understanding of number. In P.E., children measure distance, time and repetitions, and many of our Design and Technology projects also involve practical measuring activities.
In the summer of 2025, we introduced our first Enterprise Week. This provided a fantastic opportunity for our Year 6 pupils to plan and run their own stalls. Our 2025 Year 6 cohort raised an impressive £1,100. Each of the twelve groups began with only £10 and succeeded in making exceptional profits while engaging the whole school community. It was wonderful to see them use democratic processes to decide how to spend their earnings, which included: a train trip to Hucknall Arc Cinema, treats during the film, a picnic in the park, McDonald’s, and a £10 Amazon voucher. We can not wait to see what our 2026 cohort can achieve!
At West Park, we want every child to feel confident and successful in maths. Our teaching focuses on three key skills:
▫ Fluency – being able to recall facts quickly and accurately
▫ Reasoning – explaining their thinking and understanding why answers make sense
▫ Problem solving – applying what they know to different situations
We believe that children learn best when they truly understand what numbers mean, not just when they can remember facts. This deep understanding begins right from the Early Years. By the end of Reception, children work towards:
▫ understanding numbers to 10 and how they are made;
▫ recognising small quantities without counting (subitising);
▫ recalling number bonds to 5 and some to 10, including doubles.
Across the school, we use a consistent approach to help all children succeed. New ideas are first introduced using concrete resources such as counters, blocks and objects, so children can physically explore a concept. We then move on to pictorial representations, like drawings or bar models, which help children visualise their thinking. Finally, children learn formal written methods, giving them the skills they need as maths becomes more abstract.
We make sure equipment is always available in classrooms so children can choose the resources they need and become confident, independent learners.
At West Park, we are committed to making sure every child can access maths at a level that is right for them. We use adaptive teaching across all year groups, which means we adjust tasks, resources and support so that every learner—regardless of ability, learning need or age—can succeed and make progress.
Teachers carefully plan lessons that include the same key learning objective for the whole class, but the way children access that learning may differ. For some pupils, this might involve breaking steps down into smaller parts, giving additional modelling or offering guided practice. For others, it may mean providing greater challenge or opportunities to apply skills in a deeper way.
To support inclusivity in the classroom, we use a range of tools and approaches, including:
These resources are available to all children and are used flexibly to ensure that every learner feels confident, valued and fully included in the lesson.
Through this approach, we ensure that all children—whatever their starting point—are able to engage with the curriculum, take part in meaningful learning and experience success in maths.