Curriculum Intent

Our aim is to deliver a high quality mathematics curriculum which engages and equips all children with a deep understanding of maths concepts, structures and procedures, that will serve them throughout their lives. Children will learn essential basic skills, enabling them to build a confident, deeper and wider understanding of more complex and challenging mathematics. Through a mastery approach and language rich environment, children are encouraged to ask questions, reason and problem solve whilst developing positive learning behaviours such as resilience and perseverance. We provide a maths curriculum that is suited to every child’s needs through the effective use of scaffolding and challenge. Our vision at South Borough Primary School is that all children will leave school with a secure understanding of mathematical concepts that they can apply to everyday life.

Curriculum Implementation

At South Borough Primary School we have planned our maths curriculum using the National Curriculum aims and requirements in conjunction with the small steps of White Rose Maths (version 3.0). Throughout the school, the teaching of maths takes place daily.

In EYFS, children also follow the White Rose scheme of learning which align with the new early learning goals (2021). The scheme is divided up into different phases and provides a variety of opportunities to develop the understanding of number, shape, measure and spatial thinking. In years 1 - 6, each key stage programme of study, lessons have been designed to build on the multiple strands of maths. This includes; place value, addition and subtraction, multiplication and division, fractions, measurement, geometry and statistics.

We want pupils to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. Our curriculum embraces these National Curriculum aims, and provides guidance to help pupils to become:

  • Visualisers – we use the CPA approach to help pupils understand mathematics and to make connections between different representations.
  • Describers – we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.
  • Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.

Children are regularly assessed and teachers strive to rapidly address any identified errors or misconceptions through effective in-the-moment feedback. Children are supported and stretched through adaptations to tasks and planning. Children’s learning is recorded in their individual maths books. Children take pride in the layout of their work and have a clear understanding between the link of clear working out, peer or self-marking and looking back to see if/ where they have made errors.

Grouped and partnered learning is also employed regularly. Our youngest learners are exposed to a number-rich environment and are provided with a broad range of engaging opportunities to explore the concepts of numbers, counting and mathematics.

At South Borough, the children are provided with many experiences to ensure that maths is seen as a vital life skill. The school has access to Mathletics and Times Table Rock Stars which encourages children to continue their learning at home as well as to independently work through different concepts.