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At Central Park, we want our students to engage in mathematical problem solving, guided by skilled and enthusiastic teachers. The desired outcome is that students will achieve mathematics proficiency, conceptual understanding, fluency of procedure, logical competence, adaptive reasoning and a universal desire to know more.




Maths Examples


Click the tab to view our learning examples covering different topics in Maths from Early years to KS2


Maths Workshop KS1


Maths Workshop Calculation Methods


Parent Workshop



We want our children to have the freedom to question every stage of their learning, not being satisfied without the need to investigate and prove to formulate their own opinions and knowledge. We want our children to use mathematics as an integral part of their studies that feed into all aspects of their current and future life. Finally and most importantly we want to see enjoyment, enthusiasm and excitement as a result of our teaching of mathematics at Central Park.



Maths Overview




Maths plans and visions


Calculation Policies


Calculation Policy Addition

Calculation Policy Subtraction

Calculation Policy Multiplication

Calculation Policy Division

Early Years Calculation Policy



Maths Vocabulary Reception to Year 6


Key mathematicians for each year group


Vision for Metal Arithmetic


Year 1 Maths Approach




Must Do's in Maths


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6





Maths Medium Term Plans



Mental Arithmetic Plan

Reception medium term plans

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6









Nursery and Reception

From September 2014, there is a new Statutory framework for the early years foundation stage (EYFS) which covers from birth to age 5. 
Here are some of the things that your children will be learning about in Nursery and Reception:

  • Counting up to 20 everyday objects
  • Saying and using the number names in order
  • Finding one more or less than a number up to 20
  • Starting to use the language of addition and subtraction; counting on and back
  • Sorting and matching objects and shapes
  • Comparing quantities and shapes
  • Finding and recreating simple patterns
  • Beginning to do some simple measuring, comparing lengths and quantities
  • Talking about things like size, weight, distance, time and money to develop correct vocabulary.


Contact, assessment and progress
It is important to have regular and informal chats with your child's teacher, as you drop off/collect for example, as well as at more formal parents' meetings. Teachers will be monitoring your child's progress using a short baseline test and through observation and simple activities. The teachers will complete a portfolio of your child's best work to show you at the end of term, to show their progress and this will include maths.








Shanghai Maths Project


Darren Williams


Shanghai was a fantastic experience. Having the opportunity to see a great maths system first hand meant that I could question the staff and children on the teaching of mathematics. Generally they were positive about their teaching of maths. It certainly pays off with Shanghai being one of the highest performing countries in world for maths outcomes.





Having seen the practice, I am keen to explore some of the Shanghai principles and see how they might work at Central Park

Shanghai have maths specialists who only teach maths. We want to make sure that our teachers are trained to the highest standards of maths teaching.
Shanghai maths teachers observe each others’ practice regularly and evaluate the teaching. We encourage the ‘lesson study’ approach which is very similar.



Shanghai are very clear on the exact next step a child has to learn in maths. At Central Park all teachers now have the ‘microscopic steps’ for each calculation operation so they can use this to help plan lessons.



Shanghai teachers rely on a textbooks to outline their programmes of learning. We have introduced ‘Maths No Problem’ textbooks in Year 1 to see if this approach has an impact on standards.   




Shanghai lessons are short (concentration spans). This is not easy to achieve as the current style of teaching in the UK does not lend itself well to shorter lessons but it is something we can think about in the future.