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General Maths Information

The mathematics curriculum at Manor Infant School ensures children are developing crucial knowledge, skills and understanding that will help them make sense of the world in which they live. Children’s early thinking, communication and social skills develop through carefully planned and organised mathematics teaching and learning activities. The curriculum is based on the Primary Framework for mathematics and implemented by the use of the Collins Busy Ants Mathematics Scheme which promotes embedding of problem solving and whole class teaching. Mathematics in the early years is promoted through enjoyable, practical and interesting activities with sufficient opportunities for success being of paramount importance.
New skills are consolidated to ensure that a solid foundation for future mathematics is secure. New concepts are presented and promoted in different forms to meet children’s varying needs and develop their learning. Mathematics in the infant classroom is very practical. Our school provides children with a variety of meaningful equipment to aid learning. Wherever possible, mathematics is linked to other curriculum areas to demonstrate its versatility and importance in everyday life.
The mathematics taught in our school closely follows the requirements of the National Curriculum. Learning is divided into the following strands:

  • Number and Place Value
  • Addition and Subtraction
  • Multiplication and Division
  • Fractions
  • Measurement
  • Geometry – Properties of Shape
  • Geometry – Position and Direction
  • Statistics (Year 2)


The teachers plan in year groups ensuring progression and continuity.  The children are subject to continuous teacher assessment and at the end of Y2 and Y6 the children take SATs tests to confirm the teacher judgements. 
At Manor Longbridge School, we believe that mathematics is a creative and inter-connected subject that is essential for everyday life.  

The new Programme of Study for mathematics which was introduced in September 2014, has been set out in a year-by-year format for Key Stages 1 and 2.  However, the document also explicitly states that "decisions about when to progress should always be based on the security of pupils' understanding and their readiness to progress to the next stage."  Therefore, it is up to classroom staff to make professional, diagnostic judgements about which pupils need additional enrichment, acceleration or consolidation before moving on.  Schools have the flexibility to introduce content earlier than set out in the programme of study, as long as the relevant programme of study is taught by the end of the key stage.

The aspects covered in each year's programme are as follows in the links below:

EYFS:  Development Matters