Maths
Intent
Curriculum Design:
To create a mathematics curriculum that is coherently designed and clearly understood by all pupils.
To be ambitious in our aims and fully aligned with the National Curriculum.
To develop confident, fluent mathematicians who can reason and solve problems effectively.
Progression:
To follow a whole school progression model that builds knowledge and skills over time.
To sequence concepts in a logical, cumulative way, ensuring prior knowledge supports future learning.
Assessment and Prior Learning:
For pupils to regularly revisit and recall key facts and strategies to develop fluency (e.g. number bonds, times tables, mental arithmetic).
To use assessment purposefully to inform planning and adapt the curriculum as needed.
Staff Training:
To provide high-quality professional development to build staff expertise in teaching for mastery, fluency, reasoning, and problem-solving.
To ensure teachers understand mathematical structures, representations, and pedagogy deeply.
Adaptive Learning:
To ensure equality of opportunity for all pupils to access and progress through the curriculum.
To plan for a range of needs using concrete, pictorial, and abstract (CPA) methods, scaffolding, and rich mathematical tasks.
The Wider Curriculum:
To prioritise mathematical vocabulary and oracy.
To make meaningful cross-curricular connections, especially with science, computing, and design & technology.
Wider Opportunities:
For pupils to see themselves as mathematicians who use logic, reasoning, and perseverance.
To take part in our whole-school Multiplication Challenge, beginning with counting in EYFS and Year 1, and progressing to formal times tables and fluency in KS2.
To strengthen links with parents through events such as the Multiplication Challenge and by sharing learning and achievements via platforms like our school Facebook page.
Gospel Values:
To promote our Gospel values, especially those of being learned, attentive, and truthful:
Learned: thinking deeply about mathematical ideas and understanding the 'why' as well as the 'how'.
Attentive: noticing patterns, checking accuracy, and listening carefully to others’ reasoning.
Truthful: using accurate methods and being honest in working systematically, even when answers are incorrect.
To help pupils grow into reflective learners who persevere through challenge and approach learning with integrity.
Implementation
Curriculum Design:
Curriculum mapping ensures full coverage of the National Curriculum and mastery objectives.
The subject leader and maths governor monitor curriculum design and ensure coherence and progression.
Progression:
Teachers follow a carefully planned progression model that builds fluency, reasoning and problem-solving skills.
Content is sequenced to ensure that prior learning supports new concepts (e.g. place value before column methods).
Assessment and Prior Learning:
Arithmetic practice (KS2) and Mastering Number (KS1) is used regularly to develop fluency and automaticity.
Assessment is ongoing and informs planning, addresses misconceptions, and shapes next steps in learning.
Staff Training:
Staff receive regular CPD on teaching for mastery, mathematical representations, and rich questioning.
Teachers plan for deep understanding, ensuring concepts are explored thoroughly and not rushed.
Adaptive Learning:
Lessons are adapted using CPA approaches, scaffolding, questioning, and open-ended challenges.
Extension is offered through deepening tasks rather than acceleration, ensuring all pupils can access the core curriculum.
The Wider Curriculum:
Pupils apply mathematical thinking in other areas of the curriculum, such as graphs in science or measurement in DT.
Key vocabulary and sentence stems are explicitly taught and used across subjects.
Wider Opportunities:
Pupils take part in our whole-school Multiplication Challenge, celebrating the importance of number fluency across all year groups.
Parents are engaged through communication about mathematical progress and celebrations of achievement, including digital platforms and class events.
Gospel Values:
Gospel values are actively promoted through mathematical habits:
Learned: pupils engage in thoughtful reasoning and build strong conceptual understanding.
Attentive: they listen carefully, spot errors, and reflect on their own thinking.
Truthful: they are encouraged to show working clearly, explain their reasoning, and value accuracy and honesty in their learning.
These values are embedded in class expectations and our shared language around learning in maths.
Impact
Curriculum Design:
Pupils successfully access and complete all curriculum units.
They show confidence, independence, and enjoyment in learning maths.
Progression:
Progress is evident across year groups, with small, cumulative steps securely built upon over time.
Pupils apply prior learning to new concepts effectively and flexibly.
Assessment and Prior Learning:
Pupils demonstrate strong fluency in key number facts and calculation strategies.
They retain and apply mathematical knowledge with confidence and accuracy.
Staff Training:
Teachers demonstrate secure subject knowledge and confidence in planning and delivering high-quality maths lessons.
Pupils benefit from high-quality teaching rooted in a strong understanding of pedagogy.
Adaptive Learning:
All pupils make progress from their individual starting points.
Lessons are inclusive, with support and challenge enabling all pupils to engage with a broad and balanced maths curriculum.
The Wider Curriculum:
Pupils use mathematical vocabulary accurately and are confident in discussing their thinking.
They apply maths knowledge effectively in real contexts across the curriculum.
Wider Opportunities:
Pupils take pride in their achievements during the Multiplication Challenge and other in-school celebrations of maths.
They recognise the value of maths in everyday life and build a positive mathematical identity.
Gospel Values:
Pupils reflect Gospel values through their approach to maths:
They are learned, thinking critically and understanding concepts in depth.
They are attentive, working with care and considering the accuracy of their thinking.
They are truthful, showing integrity in problem solving and resilience when facing challenges.
These values underpin not just what pupils learn, but how they learn.