Much Woolton are delighted to announce that we have been accepted onto an exciting project called the Liverpool Counts Quality Mark.

The aim of the project is to promote and foster an awareness of ‘Numeracy For Life’. Our children will be encouraged to develop positive attitudes to maths; have the opportunity to see maths in the real world; will be given opportunities to develop their basic skills and will have the chance to see maths in a whole new light.

The award involves lots of exciting maths work and events for the children throughout the project and beyond so keep your eyes peeled for our maths newsletters and enjoy.

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Our Vision in Maths at Much Woolton

Every day is a maths day. Children at our school participate in a maths lesson/ mathematical activity EVERY DAY.

We believe maths is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. As a school, we aim to inspire a real love for maths.

In line with the National Curriculum for mathematics, our aims are to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


At Much Woolton we believe in deepening understanding not accelerated teaching. We focus on depth rather than breadth and we believe that pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

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