Mathematics introduces children to concepts, skills and thinking strategies that are essential in everyday life and supports learning across the curriculum. It helps children make sense of the numbers, patterns and shapes they see in the world around them; offers ways of handling data in an increasingly digital world and makes a crucial contribution to their development as successful learners.

At Middlestown Primary Academy, mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. We believe that Mathematics is integral to all aspects of life and we aim to ensure that children develop a positive and enthusiastic attitude in Mathematics that will stay with them throughout their lives.

A positive attitude towards Mathematics is instilled within all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. Through our creative approach to teaching and learning, we also seek to explore and utilise further opportunities to use and apply Mathematics across all subject areas so when our pupils leave Middlestown, they are individuals who are numerate, creative, independent, inquisitive, enquiring and confident learners.


The Mathematic Curriculum

The National Curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through 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
  • reason mathematically by following a line of enquiry, conjecturing relationships and
    generalisations, and developing an argument, justification or proof using mathematical
  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into
    a series of simpler steps and persevering in seeking solutions.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, teachers at Middlestown make the decisions about when to progress based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich
and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding through additional practice before moving on.

  • Year 1 Programme of study

  • Year 2 Programme of study

  • Year 3 Programme of study

  • Year 4 Programme of study

  • Year 5 Programme of study

  • Year 6 Programme of study


Progression of Skills

Progression of Learning Objectives (POLOs)

At Middlestown, teachers use our Progression of Learning Objectives (POLOs) to help them plan lessons to build on prior knowledge, and to extend and develop the children’s knowledge and understanding from year group to year group and Key Stage to Key Stage.

The POLOs are structured using the topic headings as they appear in the National Curriculum:

  • Number and place value
  • Addition and subtraction
  • Multiplication and division
  • Fractions, decimals and percentages
  • Measurement
  • Geometry: Properties of shape
  • Geometry: Position and direction
  • Statistics
  • Algebra

Each of these categories are then divided into sub categories to illustrate progression in key areas. Below is a link to Middlestown Progression of Learning Objectives (POLOs).

  • Progression of Learning Objectives: Year 1 to Year 6

  • Glossary of Mathematical Terms


Yearly Overviews


Teachers carefully sequence their lessons throughout the year so that learning progresses from year group to year group, building on their learning term by term. By creating a yearly overview, maths lessons are sequenced to ensure the pupils at Middlestown develop their fluency in facts and procedures as well as making links between different mathematical concepts.

Early Years

Key Stage 1

  • Year 1 Yearly Overview

  • Year 2 Yearly Overview


Key Stage 2

  • Year 3 Yearly Overview

  • Year 4 Yearly Overview

  • Year 5 Yearly Overview

  • Year 6 Yearly Overview


What are we doing in school?

Weekly Arithmetic

Each week, the children practise their weekly arithmetic skills to increase the their fluency and automaticity. At the start of the daily maths lessons, the children consolidate and practise different skills with activities such as:

  • Fluent in 5
  • Big Maths
  • Multiplication Grids
  • TT Rockstars

Daily Lessons

To provide adequate time for developing Mathematical skills, each class teacher will provide at least five daily mathematics lessons per week. This will usually last for about 60 minutes.

Foundation Stage

Children count reliably with numbers from 1 to 20, use the operations addition  and subtraction and solve problems, including doubling, halving and sharing.

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

Key Stage 1

The principal focus of mathematics teaching in Key Stage 1 is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value which involves working with numerals, words and the four operations. Additionally, the children will use these skills to solve reasoning problems.

Lower Key Stage 2: Years 3-4

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that children develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, children develop their ability to solve a range of reasoning problems, including with simple fractions and decimal place value.

Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Upper Key Stage 2: Years 5-6

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that children extend their understanding of the number system and place value to include larger integers. This should develop the connections that children make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, children develop their ability to solve a wider range of reasoning problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, children are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of Year 6, the aim is for the children to be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

What can you do at home?

Useful Websites

Maths is Fun

Math Is Fun provides a great supplement to traditional lessons and is easy to navigate. Covering everything from addition and monetary values to algebra and geometry, Math Is Fun nicely complements classroom maths lessons. The teachers’ area offers classroom suggestions and tips for helping struggling children and the games area, with interactive brain teasers and mathematical memory games, can be a terrific way to get math-shy students into the right frame of mind.

  • Maths is Fun

  • Top Marks

  • Maths Frame

  • Bitesize Maths


Parent Information Sheet

As the children progress through school, they are taught different methods of how to calculate using the four operations (adding, subtracting, multiplying and dividing).

Early Years

The foundation for this knowledge starts in Early Years where the children focus on the basic principals of counting and recognising numerals or significance through a wide range of manipulatives. The children are then presented with opportunities to apply these in areas of provision.

  • EYFS Parent Information Sheet


Key Stage 1

In both Year 1 and 2, the children continue to develop their fluency with their calculations using pictorial representations and jottings to help them solve problems.

  • Year 1 Parent Information Sheet

  • Year 2 Parent Information Sheet


Key Stage 2

When moving into KS2, the children now learn the formal methods of how to add, subtract, multiply and divide, however manipulatives are still used to help children with new concepts introduced e.g. counters, base 10

  • Year 3 Parent Information Sheet

  • Year 4 Parent Information Sheet

  • Year 5 Parent Information Sheet

  • Year 6 Parent Information Sheet

small trust logo
small trust logo

The Accord Multi Academy Trust is an educational charity established in September 2016 that is currently made up of four academies who were the founding members of the Trust. In September 2016 Horbury Academy and Ossett Academy & Sixth Form College came together, moving away from their stand-alone Trust status and were joined in December 2016 by Horbury Primary Academy and Middlestown Primary Academy.

The overarching vision for the Trust is to work in one ‘Accord – celebrating the differences of each academy through strong collaboration in order to inspire all members of our learning community to be the best that they can be.

Trust Website

Our Academies