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St Mary's Rickmansworth Church of England Primary School Aspiring, nurturing, flourishing; together shining a light




At St Mary's, our dedication lies in nurturing positive "can do" attitudes, fostering an environment where high expectations empower all learners to flourish and embrace their journey as mathematicians.


Our philosophy centres around the belief that every child can achieve excellence in mathematics. We strive to instill a secure and deep understanding of mathematical concepts by breaking down complex ideas into manageable steps.


Embracing mistakes and misconceptions as integral aspects of the learning process, we provide challenges through rich problems. In our approach, the majority of children are taught content specific to their year group, allowing them to become true masters of the material. They will spend time developing newfound knowledge creatively in various ways, ensuring a holistic and enriching learning experience for all. Together, we shine a light on the path to mathematical mastery.


We aim for all pupils to:

  • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
  • reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
  • have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.


We use schemes of learning provided by White Rose Maths to craft effective mastery-style lessons, utilising the concrete, pictorial, and abstract (CPA) approach. Adapting the White Rose resources to suit the needs of our children, we also incorporate whole-school agreed additional sources, such as NCTEM, Third Space Learning and I See Maths, to ensure consistency in our approach to the mathematical curriculum.




Pupil Voice

Through discussion and feedback, children talk enthusiastically about their Maths lessons and speak about how they love learning about Mathematics. They can articulate the context in which Maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new area of Mathematics and apply the knowledge and skills they already have.


Evidence in Knowledge

Pupils know how and why Mathematics is used in the outside world and in the workplace. They know about different ways that it can be used to support their future potential. 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 tables.


Evidence in Skills

Pupils use acquired vocabulary in Mathematics 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 Mathematics. Children show a high level of pride in the presentation and understanding of the work. The chance to develop the ability to recognise relationships and make connections in Mathematics lessons. Teachers plan a range of opportunities to use Maths inside and outside school.



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.



All children secure long-term, deep and adaptable understanding of Mathematics which they can apply in different contexts.