Intent
Our intent is to deliver a high-quality Mathematics curriculum that develops confident, fluent mathematicians who can reason, problem-solve, and make meaningful connections across mathematical concepts. We aim for all pupils to develop a deep and secure understanding of mathematics so they can apply their knowledge efficiently and accurately across a range of contexts, both within Mathematics and across the wider curriculum.
From Reception to Year 6, our curriculum is carefully sequenced in line with the National Curriculum and underpinned by a mastery approach. We place a strong emphasis on number sense, fluency, and mathematical language, ensuring all children—regardless of starting point—can access, enjoy, and succeed in mathematics. We also intend for pupils to recognise mathematics as a vital life skill and to confidently apply their mathematical understanding across other subjects, particularly Science and Design Technology, where accurate measurement, data handling, and problem-solving are essential.
Implementation
Mathematics is taught daily from Reception to Year 6 using the White Rose Maths scheme, which provides a coherent and progressive structure and ensures consistency and clear progression across year groups.
In Reception and Key Stage 1, children follow the Mastering Number programme to develop strong number sense and early fluency. Across Years 1–6, all pupils take part in daily stand-alone fluency sessions, delivered separately from the main Maths lesson. These sessions are timetabled and protected, ensuring fluency is prioritised consistently across the school.
The purpose of these stand-alone fluency sessions is to secure and maintain core number knowledge and arithmetic skills, including number facts, mental strategies, and efficient calculation methods. Sessions are short, focused, and carefully matched to year-group expectations, with flexibility to revisit prior learning where gaps are identified. By separating fluency from the main Maths lesson, teachers reduce cognitive load and enable pupils to engage more fully with reasoning and problem-solving during lesson time.
Children in Years 1–3 use the Mastering Number programme to support fluency development, while Years 4–6 follow year-group-specific arithmetic coverage, revisiting prior objectives where necessary to ensure knowledge is secure. A mastery approach underpins all fluency work, with pupils encouraged to explain how they know and to focus on mathematical processes rather than solely on answers.
Teaching across the school is underpinned by the Concrete–Pictorial–Abstract (CPA) approach. Pupils move from hands-on practical experiences to visual representations and finally to abstract methods and reasoning. Consistent use of resources such as Numicon, Base 10, place value counters, and number lines supports conceptual understanding and enables pupils to make connections between representations.
Each Maths lesson follows a clear six-part structure, with a strong emphasis on fluency, reasoning, and problem-solving. Lessons are carefully adapted to meet the needs of all learners. Teachers plan independent tasks that allow pupils to demonstrate secure understanding, ensuring all children access reasoning and problem-solving once key concepts are embedded. Pupils who grasp concepts quickly are challenged through rich, deepening activities, while those who need additional support receive targeted intervention and opportunities to revisit and consolidate prior learning.
Mathematical skills are explicitly applied across the wider curriculum, particularly in Science, Computing and Design Technology. Pupils regularly use measurement, data collection, tables, graphs, scale, and accuracy when conducting scientific investigations or designing, making, and evaluating products. Teachers make these links explicit so pupils understand how mathematics supports real-life problem-solving
Impact
As a result of our Mathematics curriculum, pupils develop strong fluency, confidence, and accuracy in number and calculation. The inclusion of daily stand-alone fluency sessions in Years 1–6 ensures that key skills are embedded, misconceptions are addressed swiftly, and pupils approach Maths lessons with increased confidence and reduced cognitive load.
Pupils can clearly explain how they know, using precise mathematical vocabulary, representations, and reasoning to justify their thinking. They demonstrate resilience when tackling problem-solving tasks and make meaningful connections between different areas of mathematics.
Pupils also confidently transfer their mathematical skills across the curriculum. In Science and Design Technology, they apply accurate measuring, data handling, and reasoning skills, demonstrating a clear understanding of how mathematics supports investigation, design, and evaluation.
By the end of each key stage, pupils leave with a secure, connected understanding of mathematics and are well-prepared for the next stage of their education. Our ‘crazy’ goal is that all children achieve the expected standard in Mathematics before they leave Key Stage 2, ensuring they transition to secondary school as confident, fluent, and capable mathematicians, ready to access the demands of the next phase of learning.
