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Rickmansworth Park Junior Mixed and Infant School


Maths Subject Leader Planning Statement


At Rickmansworth Park JMI School, all teachers ensure that their plans meet the statutory Ofsted framework. Teachers draw from a range of sources to provide an individualised curriculum to meet the needs of all the pupils in the school.


 The Reception teachers rely on the new EYFS Framework. They ensure that their activities meet the expectations as laid out in the document. All of the classes draw  their plans using the White Rose Maths Scheme which is available in classes from YR-Y6. Wew have a subscription to an online site-Deepening Understanding-which provides quality powerpoints and resources.Teachers also use a range of other resources such as NCETM, NRich, Twinkl and Classroom Secrets occasionally . Y2-6 now have a copy of the Target maths books and refer to those for fluency ideas.


As the new curriculum sets out, teachers include reasoning and problem-solving activities within the majority of lessons: building on the skills taught in the lesson and demonstrating a deeper understanding.The task is presented in a variety of different contexts. White Rose produce examples of these in the ‘Small Steps’ part of the scheme which outlines the lessons for 1 or 2 days.  Deepening Understanding is a site which we have been using across all key stages for the past year to great effect.

What makes our Maths curriculum exceptional?

1. It is underpinned by aims, values & purpose

e.g. Article 29 UN Convention of Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

In addition to this, the guiding principles of the school        


2. It develops the whole person – knowledge, skills, understanding & attitudes.

Daily lessons embed new learning or consolidate skills and knowledge. Teachers work hard to embed daily life into maths lessons making them relevant to the child whenever possible        


3. It is broad and balanced.

Curriculum covers all aspects of maths and the skills and knowledge transfer into other curriculum areas too as evidenced in their curriculum books.


4. There is clear progression in subject knowledge and skills.

Concrete, pictorial and abstract methods of progression are used. We reference the national curriculum, we have a calculation policy and the scheme we are using across KS1 and 2 uses clearly laid out small steps to ensure consistent progression. Children practise fluency, reasoning and problem-solving in sessions across the week.  


5. It is filled with rich first-hand experiences.

Practical activities are used in many lessons across the school. We are using a concrete-pictorial-abstract approach to teach concepts and skills. EYFS maths is almost exclusively taught through practical work. We participate in maths workshops and competitions with other schools. We have a Puzzle Day-Subject Revolution- and Y5/6 visited Bletchley Park.


6. It is flexible and responsive to individual needs and interests.

All teachers are skilled and effective, providing quality lessons

Concepts are visited in a number of ways to ensure that children have understood them. Interventions are also in place to make sure that any children who are not making the expected progress or attaining the expected level are targeted.


7. It has an eye on the future and the needs of future citizens.

Maths lessons enable children to become global citizens and provide them with the skills for work.        


8. It encourages the use of environments and expertise beyond the classroom.

Cambridge professor Alan Davies has  provided the maths workshops

Puzzle Day-Subject Revolution

Bletchley Park Y5/6 visit

Y4 and Y5 maths competitions


9. It makes meaningful links between areas of knowledge across the curriculum.

Clear links with computing and science.

In lesson observations, every teacher has been seen to make every opportunity to include maths.


10. It has a local, national and global dimension.

Links made with other countries when classes investigate the exchange rates but also in lessons such as the humanities –population, length of reigns etc.


11. It is supported by high quality Subject Leader CPD.

Maths blog, Twitter, Facebook Maths SL group

Shanghai maths course

Y6 ARE course

TAs attended course focused on delivering interventions and supporting LA

SL passionate about the subject

Joined Matrix Maths Hub as part of the Journey to Mastery with other primary schools


12. SMSC is embedded within the curriculum.

(See SMSC subject statement)

Social Moral, Spiritual, Cultural Links – Maths



Maths supports pupils’ spiritual development by helping them to develop deep thinking and questioning the way in which the world works. Through maths children gain an appreciation of the richness and power of mathematics in our everyday lives.



Maths supports ‘ moral development through discussion about mathematical understanding and challenging assumptions, supporting children to question information and data that they are presented with. Maths helps children to understand and use rigorous and logical argument and discourage jumping to conclusions when trying to determine the truth.



Maths support pupils’ social development by promoting self-esteem and building self-confidence. Maths encourages collaborative learning in the classroom in the form of listening and learning from each other and paired discussion and working with partners. We help pupils develop their mathematical voice and powers of logic, reasoning and explanation by offering explanations to each other. We provide events and team maths challenges for increased pupil involvement.



Maths supports pupils’ cultural development by developing an appreciation with the pupils that mathematics, its language and symbols have developed from many different cultures around the world: e.g. Egyptian, Indian, Islamic, Greek and Russian roots. Through maths we investigate and research cross cultural patterns – tessellation.