GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.


James Newling-Ward and Sarah Parkinson
Mathematics Subject Leaders

"Mathematics gives us hope that every problem has a solution."

Attributed to Dr Seuss

The study of Mathematics provides all the children the foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, along with a sense of enjoyment and curiosity about the subject.

Maths Programmes of Study (KS1 & KS2)

Vision for Mathematics

Progression in Knowledge and Skills for Mathematics at Floreat Montague Park

In Early Years children are taught the necessary building blocks to excel mathematically. We encourage the children to explore mathematical concepts in both our rich indoor and outdoor environments developing a deeper understanding of number through adult directed tasks and child initiated play. We explore mathematical skills daily using a wide variety of manipulatives and learning through song. We develop childrens’ positive attitudes and interests in mathematics through rich mathematical opportunities. 

In Key Stage 1 our principal focus of mathematics teaching is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources.  Children develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching also involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

In Lower Key Stage 2 children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that they develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, children also develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that children draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It ensures that they can use measuring instruments with accuracy and make connections between measure and number.

In Upper Key Stage 2 children extend their understanding of the number system and place value to include larger integers. This develops the connections that children make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, children develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, children are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching also ensures that children classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

Mathematics Progression Document - Year 1-6

Mathematics Calculation Policy - Addition and Subtraction

Mathematics Calculation Policy - Multiplication and Division