A proud member of the Diocese of Sheffield Academies Trust (DSAT)


Andover Street, Sheffield, South Yorkshire S3 9EF

0114 2760 472



At Pye Bank Primary School, the curriculum supports and develops the pupils’ ambitions and aspirations and understanding of the community and the wider world in which they live. The curriculum is underpinned by enquiry based practice and is research led. Through our curriculum we aim to expose children to new experiences, including business and the world of work and research. Academic performance and the development of self (Spirituality, social, moral, physical and cultural development and mental wellbeing) are given equal importance with curriculum design. Our curriculum is designed with the key aim of supporting all children to reach their potential.

We want our children to receive an exceptional mathematics education where all pupils develop the knowledge, skills and habits necessary to master mathematical concepts. This will be done by delivering a carefully planned, sequential curriculum which develops the children’s ability to think mathematically and enhance their life choices. 


Aims of our Mathematics Curriculum

  • All pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 
  • All pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 
  • All pupils can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

Key Documents


Curriculum Overview for

KS1 and KS2 

Pye Bank Lesson Structure

Rapid Recall Agreement 

Vocabulary Progression

Our Curriculum

Our maths curriculum is planned in line with the National Curriculum, and is broken down into units to ensure mastery of each area of maths.  Application of measure is taught across the maths curriculum, and statistics continues to be embedded into the science curriculum once taught explicitly in maths sessions.

Click on the links below to view the curriculum for each year group.

Foundation Year 1 Year 2
Year 3 Year 4 Year 5
Year 6


What does Maths look like at Pye Bank?

Fluency and Retrieval 

Pupils have daily, well-planned opportunities to revisit prior learning and ensure that they have secured fluency in key concepts.  This is done in a range of ways to best suit all of our learners.  While this may be done before the start of the main maths session, the objective may be different. 


Key Stage 



Maths meetings 


Mastering Number 


Essential skills 


Maths Meetings 

Maths Meetings is to give pupils daily opportunities to retrieve and embed a range of skills within key areas of mathematics.  These sessions are shorter and focus on a range of specific key objectives each day including number bonds, times tables, money and dates. These are strategically mapped out across the year. These sessions allow pupils to retrieve information, practise and embed a skill within their long term memory. Pupils embed their skills and are able to apply these skills within the main maths session. 


Mastering Number 

Pye Bank is taking part in the National Centre for Excellence in the Teaching of mathematics (NCETM) project.  This is to enhance the teaching of basic mathematical skills for our youngest learners. 

Mastering Number sessions ensure pupils develop firm foundations in number sense.  Learning is sequenced in small, incremental steps ensuring that pupils are fully secure with a concept before moving on.  Mastering Number supports pupils to be fluent in calculation by the end of Key Stage 1 and increases their confidence and flexibility when working with numbers.   


Essential Skills 

Essential Skills sessions give pupils daily opportunities to return to key skills within mathematics allowing pupils to retrieve and practise the most efficient methods. The sessions are designed to support pupils in developing their number sense and ensure skills are embedded in their long term memory.  The pupil books will demonstrate regular practice of all four operations and key objectives for mathematics which are carefully mapped out throughout the year.  While objectives for revision are planned across the year (see Essential Skills overview) teachers are encouraged to use their own judgement to adapt this to meet the needs of their class. 


Main Maths Session 

FS2 Lesson Design 

  • In FS2, pupils meet the coverage and demands of the EYFS maths curriculum by closely following the NCETM Mastering Number programme.  Alongside maths meetings, this ensures that pupils also have a broad and balanced experience across all areas of mathematics.  These are outlined fully in the EYFS Medium Term Overviews. 
  • Children in FS2 have a daily teacher-led session of 20 minutes in addition to their Maths Meeting.  This is designed to ensure that pupils develop fluency with, and understanding of, number. 
  • Teachers and teaching assistants use well-planned, precise vocabulary to support the development of speaking and reasoning in mathematics.  
  • Pupils use physical and visual representations of rekenreks to support their mathematical thinking, tied in closely with the Mastering Number sessions. 
  • Additional concrete resources are used to deepen pupil understanding further, and support them to move onto a range of pictorial representations.  By the end of the year, this includes representations such as part-part-whole models and tens frames to prepare them for maths learning in KS1. 
  • Continuous provision is planned carefully to link to current and prior maths learning, and allows pupils to see maths in different contexts. 

KS1 and KS2 Lesson Design 

  • All lessons are carefully structured within a well-crafted sequence of learning based on our Medium Term Overviews (see Unit Overviews doc.).  Teachers use a range of high-quality materials (WhiteRose, Power Maths, NCETM Spines) to enable them to plan ambitious, challenging lessons for all learners.   
  • A small steps approach is taken within lessons so that lessons are inclusive of all learners and to avoid gaps in understanding and misconceptions developing. Where misconceptions do occur, teachers act on this: during the lesson, with focused rapid interventions, or by modifying their teaching in the next lesson. 
  • The ‘Explore’ part of lessons includes a low-floor, high-ceiling problem which ensures pupils are thinking hard enough, soon enough about the concept 
  • Throughout each lesson there is a narrow focus, which follows on from the previous session; with depth, fluency variation, precise questioning and dialogue between teacher and pupil and pupil to pupil with constant assessing of conceptual and procedural knowledge 
  • Concrete resources allow pupils to explore and support the sequential learning taking place 
  • A range of direct whole class teaching and an emphasis on independent exploration and guided practice, allows the children to grapple with mathematical content. 
  • Teachers and Teaching Assistant’s circulating, providing oral feedback to support and consistently challenge pupils learning allowing rapid progress (less teacher talk more pupil talk).  
  • Rapid Intervention sessions carried out during the mathematics lesson or sessions later in the day to support those pupils that need more input and support. This is to ensure that the majority of pupils continue to work at the same pace. 


  • Maths journals evidence children practising the fluency of a skill with a degree of accuracy, with questions which are progressive and encourage pupils to think deeper, moving into pupils’ reasoning and explanations for their answer (the answer is the starting point).  
  • Pupils solve problems daily, applying the skills taught. 
  • Clear evidence of progression and differentiation through carefully chosen tasks which take pupils on a journey to master a concept and then further, Greater Depth challenges for those pupils who are ready to take their learning further. 
  • Children who have received additional adult support or rapid Interventions will be clearly indicated within the maths journal and questions to support this will be evident. 
  • The majority of pupils work will be marked in lessons where possible with adult support to correct misconceptions or identify next step tasks to deepen pupils understanding of a concept. At times, pupils are also encouraged to take ownership of the marking process and to self-assess the next steps in their learning. 
  • Post assessment carried out by each pupil at the end of each unit of work. 


To see examples of our Unit Overviews click on the icons below to see how we teach Place Value in the individual year groups:


Year 1


Year 2


Year 3


Year 4


Year 5

Year 6