Intent

We intend for all pupils to develop a deep, secure understanding of mathematics that will enable them to become confident, fluent mathematicians. We aim to foster a genuine love of mathematics where children see themselves as mathematicians who can reason, problem-solve and apply their learning to real-life contexts.

Our mathematics curriculum is designed to ensure that all pupils develop fluency in mathematical fundamentals through varied and frequent practice, reason mathematically by exploring relationships and patterns, and solve problems by applying their knowledge to increasingly complex contexts. We are committed to building long-term retention of concepts and skills whilst developing mathematical confidence and resilience in all our learners.

We believe that mathematics is interconnected and that every child can achieve in mathematics with the right support, challenge and teaching approach.

Implementation

We implement our mathematics curriculum through a carefully structured approach that combines high-quality teaching resources with research-informed pedagogical strategies.

White Rose Maths Mastery Scheme

We follow the White Rose Maths scheme as our core curriculum framework, underpinned by a mastery approach to mathematics teaching. This mastery philosophy ensures all pupils develop a deep, secure understanding of concepts before moving on, rather than racing through content. Small, connected steps allow children to build on prior knowledge systematically, with all pupils working through the same content at broadly the same pace. The CPA (Concrete, Pictorial, Abstract) approach ensures deep conceptual understanding before moving to abstract methods. Mixed ability teaching with intelligent scaffolding and challenge ensures all pupils can master age-appropriate content, whilst greater depth challenges extend learning for those who grasp concepts quickly, rather than accelerating to new content.

Flashback 4 Retrieval Practice

Every mathematics lesson begins with Flashback 4 questions that revisit learning from yesterday (reinforcing the previous lesson), last week (retrieving recent learning), last month or term (strengthening long-term memory), and last year (connecting to prior year group content). This spaced retrieval practice strengthens memory and ensures concepts move from working memory to long-term memory. Teachers use Flashback 4 responses to identify misconceptions and inform same-day intervention.

Teaching Approach

Daily mathematics lessons provide dedicated time for mathematical learning. Teacher modelling and guided practice develop understanding before independent application. Stem sentences and mathematical vocabulary are explicitly taught to develop precise reasoning, whilst variation theory ensures pupils experience concepts in multiple contexts. Regular opportunities for partner talk and mathematical discussion enable children to articulate their thinking. Adaptive teaching ensures all pupils, including those with SEND and disadvantaged pupils, can access and succeed in mathematics.

Resources and Environment

High-quality manipulatives are available in every classroom to support concrete understanding. Working walls display current learning, key vocabulary and models. Calculation policies ensure consistency in methods across year groups, and regular assessment for learning informs teaching and identifies next steps.

Impact

The impact of our mathematics curriculum is evident through multiple measures of success.

Pupil Outcomes

Pupils demonstrate a secure, deep understanding of mathematical concepts and can apply knowledge to unfamiliar contexts. Strong retention of prior learning is achieved through systematic retrieval practice. Progress data shows pupils meeting or exceeding age-related expectations, with diminishing gaps between disadvantaged pupils and their peers. The school achieves strong outcomes in statutory assessments, including KS1 SATs, the Multiplication Check, and KS2 SATs.

Mathematical Confidence and Attitude

Pupils speak confidently about mathematics and see themselves as capable mathematicians. Children demonstrate resilience when tackling challenging problems and maintain positive attitudes towards mathematics, enjoying lessons and mathematical challenges. Pupils can articulate their mathematical thinking using precise vocabulary and mathematical language.

Knowledge and Skills

Pupils demonstrate fluency in number facts and calculation methods. Children can reason mathematically, explaining their thinking and justifying answers. Pupils successfully apply mathematical skills to problem-solving in varied contexts. Strong long-term retention is evidenced through successful responses to Flashback 4 questions across all time periods. Smooth transitions between year groups occur as prior knowledge is secure and well-embedded.

Quality of Education

Book scrutiny shows well-sequenced learning with appropriate scaffolding and challenge. Lesson observations demonstrate effective use of CPA approaches and retrieval practice. Pupil voice reflects engagement, understanding and enjoyment of mathematics. Teachers report confidence in delivering the curriculum and identifying pupil needs through formative assessment.

Our mathematics curriculum successfully develops numerate, confident pupils who are well-prepared for the next stage of their education and equipped with essential life skills.