Our Maths curriculum provides our children with the knowledge, skills and understanding to become fluent and confident mathematical problem solvers. Children are taught to think and reason mathematically, applying skills efficiently and fluently to come to an accurate answer to problems, as a result of the progressive acquisition of knowledge. Mathematics at Austwick Primary School contributes to providing children with an understanding of the world around them and inspires a curiosity and enjoyment of the subject. In addition to classroom learning, pupils are encouraged to see mathematical concepts in nature, for example, in patterns and via opportunities to engage in maths activities outside – such as Forest School and P.E. activities linked to maths. We recognise that maths can provide pupils with opportunities for awe and wonder and has many cross curricula links such as science and art. All children have opportunities to flourish in Mathematics through respect, love and perseverance. Respect for the Mathematical concepts and for each other’s methods and thoughts, promoting a love for the subject through enthusiastic teaching and learning and promoting perseverance where children are encouraged to try again with help from their teacher, their peers or through the use of mathematical resources.

Intent

At Austwick Primary School, the programmes of study for the National Curriculum for Mathematics at Key Stage 1 and 2 are outlined in our Maths Curriculum.

In EYFS, pupils are taught the basics of Maths using our Early Years Curriculum. Maths is taught through a daily input, building on a concept throughout the week. Our Maths provision follows a combination of White Rose Maths and Number blocks. We recognise that working practically, through discussion, questioning and problem solving, helps to successfully build understanding. This, coupled with regular observations, ensures we gain a clear picture of the attainment and progress of each child.

Aspects of each curriculum area form the foundation of knowledge and skills that link to the National Mathematics Curriculum for Key Stage 1 and 2. The curriculum is planned in a sequenced way to build on knowledge, skills and understanding from EYFS to Year 6. Mathematical concepts are approached in small steps, with a consistent approach to methods, to ensure a deep understanding, providing firm foundations for future learning and for the application of their knowledge to solve problems in maths and to support learning in other areas of the curriculum.

Implementation

Our curriculum is aligned to the Early Years Framework and shows the sequential steps of essential knowledge acquired from Reception to Year 6. We take guidance from White Rose Maths and adapt this to meet the needs of the children at Austwick CE (VA) Primary School. It is crucial that children in the Early Years and key stage one become fluent with mathematical facts and there is a focus on this for children in the early mathematical education. As the children move through into lower key stage two, it is important that they become fluent in multiplication tables and they have daily practice to ensure this.

KS2 pupils are taught maths for an hour each morning. Lower KS2 are taught separately from Upper KS2, both by the class teacher. This provides opportunity for more sustained and challenging learning. Pupils have time to become fluent with new mathematical concepts and, when the new knowledge learned is secure, they are able to practise via reasoning and problem-solving activities which develop deeper understanding and consolidate learning, without the need to revisit the concept learned the previous day. Pupils receive maths homework each week which further embeds the new knowledge across the remainder of the week.

Each unit of mathematics is taught discretely and in Year 1 to Year 6 all classes teach the sequence of the White Rose Maths scheme, ensuring full coverage of all areas of mathematics:

· Number and place value

· Calculation

· Addition and subtraction

· Multiplication and division

· Fractions

· Measures

· Geometry

· Position and direction

· Statistics

· Ratio and proportion (Year 6 only)

· Algebra (Year 6 only)

We believe that it is important to teach number and place value first in all classes, as a secure knowledge of number and place value underpins all areas of mathematics.

Throughout all units of knowledge in mathematics, each child has a personalised balance of practice to enable fluency, reasoning and problem-solving with each mathematical concept. The balance of this will differ for each child, depending on their needs. When teaching reasoning and problem-solving, it is important for teachers to distinguish between questions that rely on the method and where the method is being deliberately practised and questions where which method to use is unknown to the child. Children are taught to be able to identify which strategies they will need to tackle different types of problems, including the associated vocabulary. Not all lessons contain new content, there will be time for deliberate practice and fluency of previously acquired knowledge.

Progression and Assessment:

EYFS

Regular observations and assessments are recorded. This information then contributes to a summative assessment at the end of EYFS using the Early Years Outcomes.

Key Stage 1 and 2

Each child’s small steps to learning are assessed at the end of each lesson and used to inform future planning. Summative assessments are carried out three times per year, at the end of each full term. End of unit tests also assess pupil’s learning.

Impact

The impact of the curriculum is reviewed during the year and at the end of each year. This is done through observations and assessments of pupils’ learning, work scrutiny and through discussions with pupils. Plans are revised as needed in response to impact.

Reviewed: March 2026

Date to review: March 2027