Mathematics
Intent
Vision for Mathematics
At our school, we believe that every child can succeed in mathematics. Our mathematics curriculum is designed to develop confident, resilient and fluent mathematicians who are able to reason, problem solve and apply their mathematical understanding across the curriculum and in everyday life. We aim to provide a high-quality mathematics education that equips pupils with the skills, knowledge and vocabulary they need for future learning.
Our curriculum promotes:
- Fluency in mathematical facts and procedures
- Deep conceptual understanding
- Mathematical reasoning and discussion
- Problem-solving skills
- Confidence, resilience and independence
- Positive attitudes towards mathematics
We are committed to ensuring that all children experience success and challenge through a carefully sequenced curriculum that builds cumulatively over time.
Intent
Our mathematics curriculum is designed to:
- Deliver a coherent and progressive curriculum from Foundation Stage through to Key Stage 2
- Ensure children develop secure mathematical understanding
- Provide opportunities for children to explain, reason and justify their thinking using mathematical vocabulary
- Build fluency alongside conceptual understanding
- Identify and address misconceptions promptly
- Ensure all children can access age-related expectations whilst providing challenge through depth rather than acceleration
- Enable children to make meaningful links between mathematical concepts and prior learning
Foundation Stage (EYFS)
In the Foundation Stage, mathematics is taught through a practical, engaging and language-rich approach that encourages exploration, investigation and curiosity. Children develop early mathematical understanding through play, adult-led teaching, practical resources and carefully planned continuous provision.
Our EYFS mathematics curriculum follows the principles of Master the Curriculum, ensuring children develop strong foundations in:
- Number recognition and counting
- Subitising
- Composition of number
- Pattern and structure
- Spatial reasoning
- Shape, space and measure
- Mathematical language and vocabulary
Teaching in EYFS is carefully sequenced to ensure children gain a deep understanding of early number concepts before moving onto more abstract ideas. Practical experiences and mathematical talk are central to all learning.
The EYFS curriculum provides the foundations for later mathematical learning and links directly into the Key Stage 1 curriculum.
Useful curriculum links:
Key Stage 1 and Key Stage 2
In Key Stage 1 and Key Stage 2, our mathematics curriculum follows the White Rose Maths scheme and progression documents. The White Rose approach supports children in developing fluency, reasoning and problem-solving through small, carefully sequenced steps.
The curriculum is designed to:
- Build on prior knowledge from EYFS
- Develop secure conceptual understanding before moving to abstract methods
- Use mathematical representations and manipulatives effectively
- Encourage mathematical discussion and reasoning
- Provide opportunities for children to apply learning in different contexts
- Ensure consistency and progression across year groups
Lessons are planned to allow children to:
- Explore mathematical concepts in depth
- Develop fluency through varied practice
- Explain and justify their thinking
- Apply knowledge to solve problems
- Address misconceptions immediately
Children are encouraged to use precise mathematical vocabulary and explain their reasoning using full sentences. Teachers use assessment for learning throughout lessons to adapt teaching, provide support and extend learning where appropriate.
Useful curriculum links:
Daily Maths Quick Start
Across Key Stage 1 and Key Stage 2, every mathematics lesson begins with a Daily Maths Quick Start.
The purpose of the Quick Start is to:
- Consolidate prior learning
- Embed key mathematical concepts and methods
- Strengthen fluency and recall
- Address common misconceptions
- Revisit previously taught content through retrieval practice
- Increase confidence and readiness for new learning
The Quick Start does not introduce new learning. Instead, children revisit familiar question types using different numbers and contexts. This repeated practice allows children to develop automaticity, deepen understanding and secure previously taught concepts.
Quick Starts are carefully designed to:
- Focus on essential skills and knowledge
- Provide opportunities for overlearning and rehearsal
- Ensure misconceptions are identified and addressed early
- Support long-term retention of mathematical knowledge
- Build confidence for all learners
Teachers use responses from Quick Starts to inform planning, identify gaps in understanding and adapt teaching where necessary.
Assessment
Assessment is used to support learning and inform teaching.
Teachers assess pupils through:
- Daily formative assessment within lessons
- Questioning and discussion
- Observation of practical activities
- Daily Maths Quick Starts
- End-of-unit assessments
- Termly assessments
- Pupil discussions and book scrutiny
Assessment information is used to:
- Identify misconceptions and gaps in learning
- Inform future planning
- Provide targeted intervention
- Ensure progression across the curriculum
- Support challenge and depth
Inclusion
We believe that all children can achieve in mathematics.
Our curriculum is designed to be inclusive and accessible to all learners through:
- High expectations for every child
- Carefully scaffolded learning
- Use of manipulatives and visual representations
- Adaptive teaching strategies
- Mathematical talk and collaborative learning
- Targeted support and intervention
- Opportunities for challenge through depth
Children with SEND and disadvantaged pupils are supported to access the full mathematics curriculum and achieve success.
Impact
The impact of our mathematics curriculum is seen through:
- Children who are confident and enthusiastic mathematicians
- Secure fluency in number facts and calculation strategies
- Strong mathematical reasoning and problem-solving skills
- Children who can articulate and explain their thinking clearly
- High levels of engagement and resilience
- Progression of knowledge and skills across year groups
- Positive outcomes and readiness for the next stage of education
By the time children leave our school, they will have developed the mathematical knowledge, understanding and confidence required to succeed in secondary education and beyond.
and ongoing professional development to ensure children receive a high-quality mathematics education.
