• To deliver a curriculum that provides equity for all pupils to access the learning for their year group.
  • To give all pupils the opportunity to be fluent in mathematic concepts for their year group.
  • To deliver an interleaved curriculum so that children can know more, remember more and understand more to help them reach and exceed their potential at St Ann’s Well Academy and beyond.
  • To give pupils the opportunity to make links across mathematical concepts, reason and problem solve.


Our curriculum is designed to use skills that have already been learnt in different contexts (sometimes called ‘interleaving’) whenever we can. This helps pupils to remember and to make connections between different parts of the curriculum.

Our curriculum is informed (but not dictated) by the Power Maths scheme for learning. Teachers can use or adapt activities for fluency, reasoning and mastery for tasks within each block. The reason we have chosen to follow the Power Maths/White Rose curriculum is because of its emphasis on securing key skills first before the children then apply them to more complex concepts. The fundamental idea behind our curriculum design is to support pupils to be able to perform simpler tasks so they can then move on to perform more complex tasks. For example, before addition and subtraction is taught, there is a period of time spent learning the basics of place value. We want our students to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. By following an interleaved curriculum, we believe they are given the right tools at the right time to do this.

There is always the emphasis on number skills first at the beginning of each term. This ensures that the students are given sufficient time to practise these skills before applying them to other areas of the curriculum.

Click Here to see Year Group Overviews

Our approach to teaching mathematics

Power Maths

At St Ann’s Well Academy, we use Power Maths as a basis of our maths lesson. This is an exciting class mastery approach, which has been recommended by the DfE, that works for every child.  It is based upon the concrete, pictorial and abstract approach.

Every lesson is divided into sections that involve plenty of discovery, sharing, collaboration, practice and reflection. Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking. 

Small Steps – Our small step approach is designed to ensure that students will come back to topics time and time again, both within the study of the same area of mathematics and in other areas so that they will continue to deepen their understanding through this revisiting and interleaving.

Multiple representations for all

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help pupils explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

  • Concrete – Students should have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
  • Pictorial – Students should then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems.

Click here to read more about Concrete, Pictorial and Abstract Approach

Plan for misconceptions

The schemes of learning and resources we use include many examples of where pupils could go wrong, challenging the pupils to spot, explain and rectify errors. Pupils’ responses to these prompts helps teachers to identify and tackle misunderstandings early on rather than let these incorrect ideas become established in pupils’ minds.

Deepen understanding before accelerating content coverage

All pupils benefit from deepening their conceptual understanding of mathematics, regardless of whether they’ve previously struggled or excelled. Pupils must be given time to fully understand, explore and apply ideas, rather than accelerate through new topics. This approach enables pupils to truly grasp a concept, and the challenge comes from investigating it in new, alternative and more complex ways.

Our teaching for mastery is underpinned by the NCETM’s 5 Big Ideas:

Mathematical Thinking allow children to make chains of reasoning connected with the other areas of their mathematics.

Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the children actively look for patterns as well as specialise and generalise whilst problem solving.

Coherence is achieved through the planning of small connected steps to link every question and lesson within a topic.

Variation is used within lessons both in pictorial representations and abstract tasks.

Fluency relentlessly focuses on number and times table facts.

How can I help my child at home?

There are games you can play online at

which will help your child practice their times tables in a fun way.

Please take time to do these with your child as it will make a huge different to their progress.

Aspirations For The Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Mathematician:

Chief Test Pilot

Automotive Engineer


Land Surveyor

Professor in Mathematics Software engineer.