We have several tour dates to see our lovely school, Wednesday 22nd May and Wednesday 26th June all tours are at 2.45pm. Please contact the school office to book on.

Walton On Trent C of E Primary and Nursery School

Living | Learning | Laughing

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The subject lead for maths is Mr Daniel Wildman 


The link governor for maths is Mr Wayne Holmes



At Walton, our Maths curriculum follows the National Curriculum. We have chosen to use the Power Maths scheme to support our delivery of Maths, supplemented with additional challenges. We selected the Power Maths scheme because of its mastery principles of concrete, pictorial, abstract (CPA), the way the lessons are scaffolded and the small steps in which units and lessons progress.


At Walton, we aim to create resilient, enthusiastic and confident learners with growth mindsets who are fluent in the fundamentals of mathematics. We aim to ensure children have a balance of procedural fluency and conceptual understanding.



At Walton, our classes are mixed age. However, Maths is taught in individual year groups.


For more information on how we structure our lessons in KS1 and 2, please see the document ‘Walton’s Approach to Maths in KS1 and 2’.


In EYFS we follow the EYFS framework. In Reception, children follow the same lesson structure as in KS1 and 2 (Discover, Share, Think together) but over the space of a week in smaller groups. Challenge is included through questioning. In Nursery, learning focuses on the children exploring number through a range of continuous provision and teacher-led activities, always using concrete and/or pictorial representations.


In addition to five daily maths lessons per week, children in Y3-6 access Rock Star Times Tables daily. Children in Reception-Y2 access Numbots to practise subtilising, number bonds and their mental maths.


Examples of Misconception Moments (See Walton's Approach to Maths in KS1 and 2 to understand how these are used in lessons):



Formative assessments: Teachers use formative assessment in all lessons to check children’s understanding. We use a range of methods including: questioning, misconception moments, observations, analysing errors and regular marking of work.


Summative assessment: Termly assessments are carried out across the school from Year 1 to Year 6, using NTS assessments which are in line with our schemes of learning. These materials, along with teacher judgements entered on class mark books on Classroom Monitor inform our overall judgements.


Visits and enrichment - We place great importance on visits and enrichment experiences to support children’s love of mathematics. To enrich our curriculum, we have carefully chosen experiences that allow our children to enjoy hands-on activities linked to our long-term plans. For example, in Years 5 and 6, children have the opportunity to be part of a maths masterclass at John Taylor High School and for Numbers Day we have an exciting Escape Room number focused experience coming to Walton.



Pupil Voice

Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.


Evidence in knowledge

Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.


Evidence in skills

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.

The flexibility and fluidity to move between different contexts and representations of maths.

The chance to develop the ability to recognise relationships and make connections in maths lessons.



At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.