Maths Curriculum

Mathematics is a way of communicating. It is a language through which ideas can be explained, explored and developed, and one through which relationships can be expressed, hypothesis made and tested and pattern identified.

Mathematics is a proficiency that involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts. Mathematics also demands practical understanding of the ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams, charts and tables.

Our aims in teaching mathematics are that all children will:

• Become numerate and tackle mathematical problems with confidence
• Develop the skills which are needed to meet the demands of adult life
• Develop the ability to think logically and clearly
• Use mathematical language effectively and confidently
• Develop positive attitudes to mathematics, recognising that mathematics can be both Useful and enjoyable
• Be able to use and apply the skills in other curricular areas.

Mathematics is a core subject of the National Curriculum. The knowledge, skills and understanding are set out in the “Mathematics Programmes of Study”. The programmes of study set out what pupils should be taught and the attainment targets set out the expected standards of pupils’ performance.

At our school, we follow a mastery approach to mathematics, ensuring that all children are supported and challenged to achieve well. Learning is carefully sequenced so that pupils build secure knowledge and understanding over time, with opportunities to revisit and strengthen key concepts.

Our curriculum structure and small steps are aligned with White Rose Education, helping us to provide a clear and progressive journey through the mathematics curriculum. Within lessons, children are regularly exposed to a balance of fluency, reasoning and problem-solving activities. Teachers also use procedural variation to help pupils notice patterns, make connections and deepen their understanding.

Staff follow a CPA approach (Concrete, Pictorial, Abstract) to support mathematical understanding. Children may begin by using practical resources, move on to visual representations such as bar models and diagrams, and then apply their understanding using numbers and symbols. This approach helps pupils develop both procedural fluency and conceptual understanding, giving them the confidence to explain their thinking, choose appropriate methods and apply their learning in a range of contexts.

In Early Years, the Maths curriculum reflects the Early Years Foundation Stage Statutory framework and is delivered through the 'Mastering Number' programme as supported by the NCETM. 

In KS1 the ‘Mastering Number’, programme is delivered as a whole class intervention which runs alongside the normal KS1 Maths curriculum. 

Teaching and Learning in Maths 

In Early Years, the children access 'Mastering Number' on a daily basis; the content of which is then reflected in the continuous provision that all children access. 

In key stages 1 and 2 every child takes part in a daily mathematics lesson each morning. All lessons will follow the same structure to ensure consistency across school. These consist of the following structure:

• Number Knowledge: consisting of low stakes testing activities 
• Daily Count: counting in multiples/chanting times tables etc. 
• Arithmetic: children to complete a calculation of each operation
• Teaching input: the children are taught a new concept
• Independent task: the children apply their new learning 

Further Information

For more information about our Maths Curriculm, please read our policy below. 

Maths Policy