St Andrew's Church of England Primary School An intelligent heart acquires knowledge and the ear of the wise seeks knowledge. Proverbs 18:15

Mathematics Focus

At Stanley St Andrew's Primary School we aim to provide the pupils with a mathematics curriculum which will produce individuals who are numerate, literate, creative, independent, inquisitive, enquiring and confident.

We also aim to provide stimulating environments and experiences so that pupils can develop their mathematical skills to their full potential whilst at the same time developing a love of learning and an appreciation of the wonderful patterns underpinning the world of mathematics.

The aims of the national curriculum are to ensure all pupils: –

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practise 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.’

The Mastery Approach

At Stanley St Andrew's Primary School we feel the best way to achieve the aims set out by the National Curriculum is through adopting a Mastery approach.  This approach involves exploring the 5 big ideas:

Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning- all steps being small steps.

Representation and Structure
Representations used in lessons expose the mathematical structure being taught. These representations are practical and pictorial models. The aim being that students can do the maths without recourse to the representation.

Mathematical Thinking
If maths concepts are to be understood deeply, they must not merely be passively received but must be worked on by the student – thought about, reasoned with and discussed with others.

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another.

Varying the way, a concept is initially presented to students, by giving examples that display a concept as well as those that do not display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.














































Puffin children went to the Black Country Museum for their school trip. We noticed that in the Victorian era, brushes were used for all sorts of jobs.

Can you create a list of the different types of brushes that are to be found worldwide. 

The winner will be the child with the longest list and the child who can find the most interesting brush. 

Remember the maths is in the adding u, describing the size of the brush and also working out the country the brush is from. All entries need to be into class teachers by 30th March 2020.



'Domino Dogs' is an ideal challenge for Key Stage 1 but everyone will have fun trying it out.


'Make a magic square' is designed for Key Stage 2 and these are the instructions:-


1) Take out the dominoes (0 5), (0 6) and (1 6).


2) Use the 25 dominoes you have left to make a 5 X 5 grid where the total of each row, column and diagonal is 30. 


3) How many magic squares can you make?


4) Look at the photo to help get you started.

Thank-you to everybody that took part! The weather conditions were perfect.



Who can make the best paper aeroplane? By best, we mean which can go the furthest?


The rules are simple. You can only use A4 paper to make it fair for everybody.  No glue/sellotape etc is allowed.


Have fun testing out different ways of folding the paper then measuring the distance it travels.


On the last day of this term (FRIDAY,  15th February) we will test the planes on the playground to see which one goes the furthest.


PRIZES will be given for the best in both KEY STAGE 1 and 2!  


Well done to all the children who entered - everyone got a prize. The winner was drawn out of a hat. A BIG well done to Sophie Lynam whose answers are attached.


There are lots of prizes to be won THIS FRIDAY (21/12/18) if you can answer the following challenge. You may work as a family team. Please give your answer to your teacher by  the end of this week.


Look carefully at the alien spaceship. Use this formula to work out  its area :-


Pi (3.14) X Radius squared.


Use this measurement to help you find the radius:


Diameter = 1 m


CHALLENGE - Can you find the circumference?





We are in the middle of an amazing World Cup but can you predict the two teams in the final as well as the score?


Please bring your entries on MONDAY 2nd JULY! Prizes will be given for the three closest  and stickers for EVERYBODY!

The children had a fantastic ramble on Wednesday but can you answer the following questions?


How long do you estimate we walked in total? (In miles or kilometers.)


How long do you think  it took us to do the  walk?


How many steps do you think the average person managed during the walk?


All answers to be returned on Tuesday, 5th June - prizes will be given to the children with the nearest answers! :) 



Director of Mathematics from Lees Brook Secondary school visits to reward our mathematics skills.