Our school is committed to safeguarding and promoting
the welfare of children and young people. We expect all
staff, visitors and volunteers to share this commitment.

If you have concerns regarding the safeguarding or
welfare of any of our pupils, please contact Mrs Elder
(Designated Safeguarding Lead), or Mrs Scott
(Deputy Designated Safeguarding Lead).

St Joseph’s participates in Operation Encompass.
Following the report of an incident of domestic abuse,
school will be advised that the child has been involved.
Please see school website for further details

The Safeguarding and Child Protection policy can be

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"All the children said that they enjoyed Maths and their enthusiasm when they talked about Maths confirmed this."

"Asked about children who struggled with their maths, they said that children always got extra help....The Y6 child said that groups of children in her class were taken out by a teacher for extra help and when these children rejoined the class they were much better at their work."

"All the children were clear about what they were learning. They knew what was expected of them."

"Learning and teaching had often focussed on practical activities and the children said they often used whiteboards and played games to help them understand their maths."


Pupil Voice meeting with Maths governor, 4th October 2017.

At St. Joseph's, we are passionate about providing a stimulating and engaging curriculum in Maths.


Maths is a creative and highly-interconnected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides:

  • a foundation for understanding the world
  • the ability to reason mathematically
  • an appreciation of God's creation in the beauty and power of mathematics
  • a sense of enjoyment and curiosity about the subject.

What’s behind it…


At St. Joseph’s, we aim to ensure that 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 accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • 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.

Maths curriculum


Our Maths curriculum is taken from the National Curriculum 2014 and is underpinned by the Lancashire Maths planning resources.


The National Curriculum for KS1 states that:


"The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
    At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
    By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1." (N.C. 2014)


The National Curriculum for Lower KS2 (Years 3 and 4) states:


"The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
    At this stage, pupils should develop their ability to solve a range of 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." (N.C. 2014)


The National Curriculum for Upper KS2 (Years 5 and 6) states:


"The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils 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, pupils should 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." (N.C. 2014).



Calculation Policies


Children's ability to calculate using the four operations (addition, subtraction, multiplication and division) is based on a clear progression through a series of steps. It is vitally important that children are not asked to move on to the next stage in learning until they are ready and have a sound grasp of the previous stage.


Please have a look at the progression in calculations documents below which explain how this progression takes place.

Parents: Support your child by practising these rapid recall facts at home:

Times Tables

The quick recall of multiplication and division facts (times tables) is essential for all children. The ability to recall these facts quickly enables children to answer related questions with ease.


It is therefore important that we approach the teaching and testing of times tables in a similar and progressive format from Year 2 to Year 6.


According to the new National Curriculum 2014 the expectation of times tables in each Year Group is as follows:


Year 2: 2x, 5x, 10x


Year 3: 3x, 4x, 8x


Year 4: 6x, 7x, 9x, 11x, 12x


Year 5: All x and ÷ facts (12x12)


Year 6: All x and ÷ facts (12x12) and related language/symbols e.g. % and square root


We have decided to follow a Mountain Profile building up the x tables in a methodical and progressive format, ensuring that facts are retained and revised along the journey.


These facts will be assessed through weekly tests, taken in a set time period of 5 minutes. Initially the tests contain 40 questions, extending to 60 questions closer to the summit. Certificates are awarded when children complete each stage on the mountain.


Children keep a folder with their mountain profile and times tables tests so that they can track their progress and know what they are working on. Children’s progress through the times table mountain is shared with parents through their times table homework book. 


When a child has planted the flag, they then move onto their Key Stage Slalom where they will try to complete non-negotiable number facts for their Key Stage e.g dividing by 10, 100 and 1000 or equivalent fractions, decimal and percentages. A badge is rewarded for completing this and the children become part of the Mathematics Gold Club.