Intent of our Maths Curriculum

• Mastery maths underpins our approach to mathematics. Underlying this approach is the belief that all children should work to become fluent mathematicians who are able to reason and solve a variety of problems by applying what they have learned in a range of contexts.  
• We teach children that maths is everywhere – whether they pursue a future working with numbers or not, maths is a part of everyday life and we want children to feel confident, able and curious to learn and apply their knowledge. 
• Develop and nurture pupils with a ‘can do’ attitude to mathematics through adding more depth to the curriculum.  
• We aim to provide pupils with the mathematical skills, vocabulary and understanding necessary for them to be prepared and confident for the next stage of their education and beyond.  
• We aim to ensure that the majority of children attain at least the expected standard in mathematics and for all to be able to achieve to the best of their ability. 
• We want all of our children to be fluent and confident mathematicians who can work confidently, efficiently and, when appropriate, collaboratively. 

Implementation within our School

• To ensure planning is appropriate we use prior assessments and professional judgement alongside our skills and knowledge progression document.  
• National Curriculum and the EYFS curriculum is referred to in order to support our planning process.  
• We use White Rose Maths as a basis from which to help us deliver a coherent mathematics curriculum, adapting it where needed and for the best outcome for pupils.  
• Although the majority of our classes are mixed age, pupils are taught their year group objectives.  
• All year groups hold maths fluency sessions throughout the week which enable the children to practise and embed their knowledge of number. These are informed by the NCETM scheme in some years and by the curriculum and teacher’ assessments.  
• Children are supported with ‘keep up’ sessions before the next lesson, adult support in class, and appropriate scaffolding in lessons.  
• End of unit and termly assessments inform teachers’ planning.  
• Conceptual understanding is developed through concrete and visual representations and children are given opportunity to explain their reasoning as part of our daily maths lessons.  
• Children have access and are encouraged and taught to use manipulatives to help them understand concepts. 
• Mathematical vocabulary is woven throughout the curriculum and it is also integral and visible in the learning environment.  
• We encourage students to have a positive mindset and a ‘can do’ attitude with the belief that we are all mathematicians. 

Impact of our Maths Curriculum 

The impact of our Mastery curriculum will mean all children have a secure long-term, deep and adaptable understanding of maths that they can apply in different contexts. Pupils know about different ways that maths can be used to support their future potential. The impact will be measured through monitoring including: pupil voice, lesson observations and work scrutiny alongside assessments using our skills and knowledge progression documents with internal/external moderation will demonstrate that: 

• Children will be ready for the next part of their learning journey. 
• Children will gain confidence and will show capability with fluency, reasoning and problem solving.  
• Children will be enthusiastic about mathematics 
• All pupils will make at least good progress from their starting points and many pupils making better than expected progress  
• Pupils will see mathematics as not a discreet subject but as a vital and integral part of everyday life  
• Children will feel comfortable to make mistakes, knowing that is a common aspect of learning, and they develop a growth mindset. 

White Rose Calculation Policy

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