The intent of our mathematics curriculum is to provide children with a foundation for understanding numbers, reasoning, thinking logically and problem-solving with resilience, so that they are fully prepared for the future.

We follow the White Rose Maths scheme, and provide a rich mathematical mastery curriculum that is accessible to everyone and creates challenge for all. Each lesson follows a structure where children develop their fluency before deepening their understanding through challenge, problem-solving and reasoning tasks at all levels.

Concepts are taught using concrete, pictorial and abstract representations (find out what this means below) to deepen understanding of concepts, while allowing faster learners to 'go deeper' before moving onto new concepts.

• Concrete representation — a pupil is first introduced to an idea or skill by acting it out with real objects. This is a ‘hands on’ component using real objects and is a foundation for conceptual understanding. 
• Pictorial representation — a pupil has sufficiently understood the ‘hands on’ experiences performed and can now relate them to representations, such as a diagram or picture of the problem. 
• Abstract representation — a pupil is now capable of representing problems by using mathematical notation, for example, 12 x 2 = 24. It is important that conceptual understanding, supported by the use of representation, is secure for all procedures. 
• Reinforcement is achieved by going back and forth between these representations.

Teachers assess learning throughout lessons, responding to children’s needs by addressing misconceptions and providing children with opportunities to build on and deepen their learning.

National Curriculum for Mathematics