Maths

Intent

At Somerford Primary School, our mathematics curriculum is designed to ensure that every child thrives and develops a secure foundation in mathematics, regardless of any barriers to learning. From the Early Years, our engaging and creative lessons nurture a strong sense of number and provide all pupils with meaningful opportunities to explore all mathematical concepts with enjoyment and curiosity. Through a consistent focus on resilience and perseverance, children achieve by building both confidence and mastery, empowering them to become capable and aspirational mathematicians for the future.

Implementation

Our mastery approach to mathematics is designed to develop pupils’ knowledge and understanding of mathematical concepts from the Early Years through to the end of Year 6. This is implemented through the White Rose Scheme of Learning, which supports the statutory objectives set out in the National Curriculum. However, the scheme is appropriately adapted to suit the specific context and needs of our pupils in their daily learning and ensures continuity and progression across the school. In addition to this, we also use the NCETM’s ‘Teaching for Mastery’ which supports all pupils from EYFS, KS1 and as an intervention in KS2 to address gaps in a pupil’s number fluency, to develop an enjoyment of mathematics through collaborative work, making connections using carefully sequenced steps.

Teachers demonstrate expert pedagogy by clearly modelling mathematical concepts using the Gradual Release of Responsibility model. This ensures that all pupils are supported in developing a deep and secure understanding of mathematics. Teaching is carefully sequenced, and regular opportunities for spaced practice help pupils retain and apply their learning over time. This includes daily arithmetic practise which begins in EYFS. All pupils are expected to practise and refine key arithmetic concepts so all pupils become competent mathematicians. Moreover, part of the curriculum is used to revisit previous content, so pupils are given regular opportunities to develop and perfect any gaps in their mathematical knowledge. This includes the use of Question Level Analysis of summative assessments (termly NFER/SAT tests).

Reasoning and problem-solving are embedded in daily lessons, allowing pupils to use their retained knowledge flexibly and with confidence; however, this only occurs once our pupils have developed a strong fluency for a specific mathematical concept. From the Early Years, children are introduced to foundational number and multiplication skills through a variety of techniques, enabling them to achieve quick recall of key facts—essential for success in other mathematical areas. Regular opportunities for pupils to practise their retrieval skills is employed by all teaching staff so pupils can become proficient when recalling their mathematical knowledge. This includes the regular practise of times tables facts, ready for the Multiplication Tables Check in Year 4, and beyond, so all pupils are proficient by the time they leave Primary school.

A love for mathematics is further fostered through the use of high-quality resources, including appropriate and timely manipulatives that support all learners in accessing the curriculum. We celebrate every child’s progress, no matter how incremental, to build confidence and motivation.

Using our whole-school Feedback Policy, we carefully monitor each pupil’s learning journey. This allows us to provide timely and targeted support for those who need it, as well as opportunities to deepen understanding for pupils who are ready to be challenged—ensuring every child achieves their full potential in mathematics. Many examples of assessment are used to support the development of every child at Somerford. These include ‘Assessment for Learning’ to inform how future learning is adapted for our learners; weekly times tables tests to track a pupil’s success and personalise their learning of them using the online programme ‘Times Tables Rock Stars’; as well as termly standardised assessments which track every pupil’s progress and identifies what future support is required to further develop our pupils’ mathematical knowledge.

Impact:

The impact of the mathematics curriculum at Somerford Primary School is evident by:

All children have made progress, which is identified through the school’s plethora of assessment strategies.

Pupils demonstrating genuine enjoyment and curiosity about mathematics, and developing a positive attitude that will extend beyond the classroom.

Children acquiring a range of accurate and efficient skills, enabling them to solve mathematical problems with confidence and precision.

Pupils are able to apply their mathematical knowledge across other areas of the curriculum, which deepens their understanding and reinforces key concepts.

Children confidently using mathematical vocabulary accurately to justify, reason, and explain their thinking through carefully-planned speaking and listening opportunities.