At our school, we want every child to see themselves as a mathematician and to develop the knowledge, skills and confidence they need to succeed in mathematics.
Our mathematics curriculum is ambitious for all pupils. We use White Rose Maths to provide a clear and carefully sequenced curriculum which builds knowledge and understanding step by step. We want children to develop secure mathematical foundations, make connections between different areas of mathematics and be able to apply what they know to new problems.
A key priority is developing fluency. We want children to recall important number facts and multiplication facts accurately and efficiently, so that they can use this knowledge confidently when tackling more complex mathematics.
We aim for pupils to:
Our curriculum is designed to be accessible to all pupils, including pupils with SEND and disadvantaged pupils. We have high expectations for every child while recognising that some pupils will need additional explanation, practice, resources or support to achieve the curriculum aims.
We use White Rose Maths as the main structure for our mathematics curriculum. This provides clear progression and sequencing from Early Years through to Year 6.
Teachers use their professional judgement to adapt White Rose materials to meet the needs of their class. The scheme supports our curriculum; it does not replace responsive teaching. Teachers consider what pupils already know, identify misconceptions and adapt teaching so that pupils can successfully access new learning.
Lessons focus on the most important mathematical knowledge and concepts. Teachers present new learning clearly and break more complex ideas into manageable steps. Practical resources, visual representations, mathematical vocabulary and worked examples are used where they help pupils to understand.
Teachers regularly check pupils' understanding through questioning, discussion, observation and pupils' work. These checks help teachers identify gaps and misconceptions and decide whether pupils are ready to move on or require further teaching and practice.
Fluency is an important part of mathematics across our school.
Our Fluency Friday sessions provide regular opportunities for pupils to revisit and practise important mathematical knowledge and skills. This supports pupils to remember key learning over time and helps teachers identify areas that need further practice.
Fluency activities include number bonds, arithmetic, mental calculation strategies, multiplication and division facts and previously taught mathematical knowledge.
We want pupils to become increasingly efficient and accurate rather than simply completing calculations quickly.
We use Times Tables Rock Stars (TTRS) to support the teaching, practice and recall of multiplication and division facts.
Regular practice helps pupils build automatic recall of multiplication facts. Teachers monitor pupils' knowledge and use this information to identify pupils who need additional practice or support.
Times tables are also practised within mathematics lessons and through regular retrieval opportunities so that pupils understand multiplication facts and can apply them within wider mathematical learning.
Alongside fluency, pupils are given regular opportunities to reason mathematically and solve problems.
Teachers encourage children to explain how they know, justify their answers, spot patterns and make connections. Pupils are encouraged to use appropriate mathematical vocabulary when explaining their thinking.
Problem solving allows pupils to apply their knowledge in different contexts and helps teachers see whether children have understood a mathematical concept rather than simply learned a procedure.
We recognise that pupils learn at different rates.
Teachers identify gaps in knowledge and provide appropriate support so that pupils can keep up with the curriculum wherever possible. This may include additional modelling, practical resources, smaller steps, pre-teaching, targeted practice or additional adult support.
Pupils who are secure in their learning are given opportunities to deepen their understanding through reasoning, problem solving and applying their knowledge in less familiar situations.
Assessment is used purposefully to inform teaching. It helps teachers understand what pupils know, what they have remembered and what they need to learn next.
The impact of our mathematics curriculum is seen in what pupils know, remember and can do.
Over time, pupils develop secure mathematical knowledge and increasingly use this knowledge fluently and independently.
We expect pupils to:
Teachers use a range of information to understand how well pupils are learning. This includes day-to-day assessment, questioning, pupils' work, White Rose assessments, fluency activities and times-table information.
Leaders also consider the quality and impact of mathematics across the school through lesson visits, discussions with pupils and teachers, looking at pupils' work and reviewing assessment information.
This helps us identify strengths as well as areas where further improvement is needed.
Most importantly, we want pupils to leave our school with strong mathematical foundations. They should have the fluency, knowledge, understanding and confidence needed to access the next stage of the mathematics curriculum and succeed in their future learning.