The intent of our Mathematics Curriculum is to:

• Take a mastery approach to the teaching and learning of mathematics.
• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification, or proof using mathematical language

• Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

• Be able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts and subjects.

The implementation of our Mathematics Curriculum:

Children are the most successful learners when their curriculum is sequenced into a logical order that teaches what they need to know in the order they need to know it. If this is done well, children build a secure foundation and over time they will know more and remember more. If the sequence is strong, there is less likelihood that they will have gaps in their learning and more likely to be able to achieve their potential.

We have chosen to follow the White Rose Maths planning sequence. This clearly sets out the journey they need to take in all areas of maths to be able to cover the subject knowledge they need to meet, and hopefully exceed, the national expectation for the end of primary school.

When children start in Year 1 they will have already had in Reception year the high quality early maths learning experiences that they need to be able to meet the early learning goals. As a result of this, they are ready to start the national curriculum.

White Rose chunks the threads of mathematics into units of work across the year to make sure that all the areas are covered properly.

Alongside the curriculum content we will plan lessons that encourage all our learners to explore mathematical concepts through solving problems, applying strategies in real life contexts and learning to be confident manipulators of numbers. We will place high value on mental maths skills, learning key number facts such as tables and number bonds and we will aim to use these across other areas of the curriculum in subjects such as science, technology and computing.

Wherever possible we will encourage children to use mathematical equipment such as counting rods, place value rods and support aids to help them really understand the numbers they are using as the first step to learning how to manipulate numbers confidently. As they become more fluent in their number work, they will move away from using these resources.

The intended impact of our Mathematics Curriculum is that:

By the end of KS2, we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument, or proof using mathematical language.