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Maths @ St Michael’s


The Maths Lead Here at St Michael's is Mr Nice


Our core principles:

  • A daily lessons designed to underpin and develop Number fluency, reasoning & problem solving.
  • Daily lessons will be supported by quick rapid fire 10-15 minutes basic skills sessions. Basic skills sessions should take place twice a week.
  • Everything we do should reflect A CPA approach: Concrete (hands on manipulating equipment) Pictorial (representing resources and equipment through diagrams and aids) Abstract –Where children are number fluent.
  • Our CPA approach therefore requires well resourced and age appropriate resources in each classroom and learning base. Regular resources used to support mathematics include base 10, numicon & cuisiannare rods.  


Programme of Study.



The National Curriculum Program of study is taught in organised blocks using the White Rose Skeleton Planning. These units also link and build upon the framework or units outlined in the Liverpool Plans. This ensures previous knowledge is built upon in a systematic way. Specific class based teaching uses a variety of resources rather than one particular scheme. This allows the teacher and adults working with the children to tailor and select resources which match their prior knowledge.



Each unit or block of work will include aspects from the following model. There is no set starting point, some topics may be best building upon solid skills, where as at other times it is more beneficial to introduce reasoning.




Picture 1

Assertive Mentoring


Assertive mentoring (AM) provides an opportunity twice a week to expose the children to the whole curriculum. This is done through the skills check programme. This will include aspects the children have previously covered, aspects currently being taught, plus early exposure to topics yet to be covered.


Through trialling and adapting for our school over two years this has proven to provide pupils and staff with the following advantages:

  • Allows teachers to pinpoint teaching & adjust planning.
  • Builds resilience for pupils “A have a go attitude”
  • Allows topics not to be seen or taught in isolation.
  • Allows teachers to check and revisit topics if necessary - while clearly planning for future teaching.


Hot & Cold Assessments

Cold tasks can be useful at the beginning of new units as they provide an evidence base for what children have retained and are able to process before new learning is applied. However as staff become more familiar with their children’s responses in weekly AM these become less necessary. Teachers will decide if Cold tasks are needed during the planning process.