"No employment can be managed without arithmetic, no mechanical invention without geometry."

- Benjamin Franklin

Curriculum Intent

Our mathematics curriculum is designed around a teaching for mastery approach, driven by the core belief that every child can succeed in mathematics. Using the White Rose Maths scheme of learning, we provide a coherent, cumulative, and small-step progression from the Early Years Foundation Stage (EYFS) through to Key Stage 2.

Core Intent Principles

• Deep, Sustainable Learning: Concepts are built systematically in small, manageable steps so that pupils gain a deep, conceptual understanding rather than relying on memorised procedures.

• Fluency, Reasoning, and Problem-Solving: All pupils develop recall of key mathematical facts, learn to explain and justify their mathematical thinking using precise vocabulary, and apply their knowledge to non-routine problems.

• Equitable Access (Inclusion & High Expectations): We reject the notion that some children "cannot do maths." We maintain high expectations for all pupils, including those with Special Educational Needs and Disabilities (SEND), ensure they have support to access the curriculum.

• Mathematical Confidence: We foster a growth mindset where mistakes are treated as vital learning opportunities, building resilience and curiosity.

EYFS Framework: Building Strong Foundations

In the Early Years Foundation Stage, mathematics is embedded across both Direct Teaching and Continuous Provision. The White Rose Maths EYFS scheme aligns with the Statutory Framework for the EYFS and Development Matters, prioritising deep understanding of numbers to 10, spatial reasoning, and pattern recognition.

Key Pedagogical Pillars in EYFS

• Perceptual and Conceptual Subitising: Children are taught to recognise quantities without counting individually (e.g., seeing 4 dots on a die or ten-frame instantly), building a foundation for addition and place value.

• Concrete-Pictorial-Abstract (CPA): Early number concepts are introduced through physical objects (counters, blocks, natural materials), ten-frames, and five-frames before moving toward formal numerals.

• Mathematical Talk and Reasoning: Continuous provision prompts children to describe relationships using precise language (e.g., "There are more red bricks than blue bricks because...").

• Spatial Reasoning & Shape: Children explore geometry and measure through block play, tangrams, and spatial puzzles, developing spatial awareness critical for higher-level mathematics.

Implementation (KS1 & KS2)

The White Rose Maths scheme structures learning into cohesive blocks that progress sequentially through Key Stage 1 and Key Stage 2.

The CPA Approach

Every new mathematical concept is introduced using the Concrete-Pictorial-Abstract (CPA) approach:

1. Concrete: Pupils manipulate physical equipment (Base 10, Place Value Counters, Cuisenaire rods, Numicon) to feel and see mathematical structure.

2. Pictorial: Pupils transition to visual representations (bar models, part-whole diagrams, number lines, area models) to internalise the concept.

3. Abstract: Pupils move to formal symbolic notation and algorithm execution with a genuine understanding of the underlying arithmetic.

Small-Step Progression

Each White Rose Maths block is broken into granular "small steps." This prevents cognitive overload, allows pupils to master component skills before combining them, and ensures teachers can identify exact misconceptions immediately.

Component	Pedagogical Implementation
Fluency	Daily arithmetic warm-ups, retrieval practice, and rapid recall of multiplication facts (supported by Times Tables Rock Stars / Numbots) to build automaticity and free up working memory.
Reasoning	Structured tasks requiring pupils to prove, disprove, or explain mathematical relationships using sentences like "I know this because..." or "If I change X, then Y will..."
Problem Solving	Non-routine and open-ended problems where pupils select and apply suitable strategies rather than following an obvious template.

Inclusion, Diversity & SEND Provision

In line with our commitment to equity, differentiation is achieved through support and adaptation, not through lowering expectations or task acceleration.

Adaptive Teaching Strategies for SEND

Rather than providing different work, teachers adapt the learning environment, tools, and scaffolding so that pupils with SEND access the same core curriculum content:

• Manipulative Access: Concrete resources (Numicon, place value counters, number beads) remain freely available to all pupils, regardless of year group, without stigma.

• Visual Scaffolding: Working memory support through sentence stems, vocabulary walls, dual-coded visual step-by-step guides, and graphic organisers (such as part-whole models).

• Pre-Teaching and Vocabulary Preparation: Target SEND pupils with pre-teaching of key mathematical terminology and core concepts prior to the main lesson to reduce cognitive friction.

• Pre-requisite Skill Bridging: White Rose Maths provides explicit "Ready to Progress" steps from previous year groups to bridge gaps before introducing new year-group objectives.

• Same-day targeted interventions: Short, immediate "keep-up, not catch up" interventions delivered on the same day or before the next lesson to correct misconceptions before they compound.

Provision Matrix for Diverse Learning Needs

5. Assessment Framework

Assessment is embedded continuously into daily practice to inform instruction and measure long-term progress.

1. Formative Assessment (AfL)

• Diagnostic Warm-Ups: Low-stakes retrieval questions at the start of every lesson to evaluate prior knowledge retention.

• Live Marking & In-the-Moment Feedback: Teachers circulating during independent practice to address errors immediately, offering real-time scaffolding or challenge extensions.

• Hinges and Checking for Understanding: Use of mini-whiteboards, multiple-choice diagnostic questions, and targeted questioning to check whole-class understanding before moving to the next step.

Summative Assessment

• White Rose End-of-Block Assessments: Completed at the end of each unit to evaluate short-term mastery and pinpoint specific steps requiring further consolidation.

• End-of-Term Standardised Assessments: NFER (SATs test papers in Y2 and Y6) are used to measure cumulative retention, monitor cohort progress, and benchmark performance against national standards.

Moderation & Pupil Progress Reviews

• Termly pupil progress meetings utilise formative data and standardised test scores to identify pupils falling behind expected standards and allocate targeted intervention support.

Impact

The impact of this curriculum framework is evaluated against both academic metrics and pupil attitudes toward mathematics:

• Demonstrated Mastery: Pupils demonstrate deep, fluent knowledge of age-appropriate mathematical concepts and retain key facts over long-term memory.

• Articulate Reasoning: Pupils speak, read, and write mathematically with confidence, utilising subject-specific vocabulary accurately.

• SEND & Vulnerable Pupil Outcomes: The gap between SEND pupils and non-SEND peers is systematically narrowed through targeted adaptive support rather than curriculum narrowing.

• Positivity and Self-Efficacy: Pupils display resilience when tackling complex, unfamiliar problems and view mathematics as an engaging, accessible subject.