Dundee Road, Stoke-on-Trent ST1 4BS

01782 235711




Mathematics knows no races or geographic boundaries,

for mathematics, the cultural world is one country -David Hilbert

Mathematics is a  language - Josiah Willard Gibbs



Maths is a key subject, essential to everyday life. We aim for children to become fluent in the basic skills of addition, subtraction, multiplication and division, to understand shape. space and measures, to be able to reason mathematically and to solve problems. We aim for children to have the necessary mathematical skills for financial literacy, skills critical to science, technology and engineering to prepare them for employment and their future lives. We aim for pupils to enjoy and be curious about mathematics, to have the ability to persevere when facing challenges and to be prepared for the next stage in their learning in Year 7.


We use a mastery approach to teaching mathematics at Etruscan, starting in the Early Years Foundation Stage. EYFS follow the NCETM mastery approach, supplemented with White Rose, to ensure firm foundations and that children are prepared for their learning in Year 1. The Singaporean Maths –‘ Maths No Problem’ scheme is used in in Years 1-5 as the basis of our teaching, supplemented with Assertive Mentoring, NCETM mastery, White Rose, Fluent in 5 and Times Table Rockstars. This ensures a full curriculum which meets the needs of our children. Singaporean Maths is a mastery approach to mathematics and is at the forefront of current mathematical research and attainment. Singaporean Maths uses a range of concrete, pictorial and abstract techniques to help children to understand and internalize the mathematical operations they are using, secure their understanding of a problem and develop their individual reasoning skills. Alongside Singaporean Mathematics all children in Key Stage 1 and Key Stage 2 are assessed using the Assertive Mentoring and NTS systems. These tests identify and close gaps in children’s knowledge, whilst at the same time helping to develop mathematical fluency and deepen mathematical understanding. The Year 6 mathematics curriculum is a ‘bridging curriculum’, based on Target Maths, supplemented with White Rose, Assertive Mentoring, Fluent in 5 and NCETM. This ensures full Year 6 curriculum coverage and also enables children to make the transition into Year 7. Core learning in mathematics is

  • Know and understand the decimalised number system
  • Add and subtract proficiently
  • Multiply and divide proficiently
  • Understand and use fractions and see the connectivity with decimals and percentages
  • Understand the properties of shapes
  • Describe position, direction and movement
  • Use, understand and convert measures
  • Use and understand statistics
  • Use algebra to enhance reasoning skills
  • Solve problems using different operations

Characteristics of a Mathematician

  • An understanding of the important concepts and an ability to make connections within mathematics
  • A broad range of skills in using and applying mathematics
  • Fluent knowledge and recall of number facts and the number system
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual
  • The ability to think independently and to persevere when faced with challenges
  • The ability to learn from mistakes and false starts
  • The ability to reason, generalise and make sense of solutions
  • Fluency in performing written and mental calculations and mathematical techniques
  • A wide range of mathematical vocabulary
  • A passion for math.


 Applying Mathematics within other subjects


  • Demonstration of skills taught within focussed English sessions;
  • Opportunities for discussing mathematics and presenting and justifying their reasoning using correct
  • Mathematical vocabulary.


  • Measure, statistics – collecting data and drawing graphs


  • Ordering dates in chronological order
  • Understanding of time periods.

Design and Technology:

  • Measure, angles & shape


Teachers set high expectations for every pupil. They plan challenging work to enable all pupils to make good progress regardless of their academic ability or background. We expect all children to make good progress albeit from different starting points.