At Carclaze Community Primary School, our mathematics curriculum is ambitious, inclusive and coherently sequenced, enabling all pupils to develop a deep and secure understanding of mathematics. Our intent is that every child, regardless of starting point, leaves Carclaze with the knowledge, skills and confidence needed to succeed in the next stage of education and in later life.

We follow the National Curriculum and use the White Rose scheme of learning to ensure coverage, progression and coherence. Content is carefully broken down into small, connected steps that build systematically on prior learning and reduce cognitive load. This supports all pupils, including those with SEND and those who are disadvantaged, to access the curriculum and achieve well.

A central priority is the development of secure number fluency. We explicitly teach and rehearse declarative knowledge, such as number bonds and multiplication facts, so that pupils achieve automaticity. This enables them to draw efficiently on known facts when learning and applying procedural and conditional knowledge later in the curriculum sequence.

We intend for all pupils to become confident mathematicians who can reason, solve problems and communicate their thinking using precise mathematical language. Our curriculum also reflects our school values:

• Sparkle – fostering enjoyment, curiosity and confidence in mathematics

• Perseverance – building resilience and independence when tackling challenge

• Communicate – developing pupils’ ability to explain, justify and reason

• Care – ensuring all pupils feel safe, supported and included

Our aspiration is that all pupils understand the relevance of mathematics in the wider world and see themselves as capable and successful learners.

We implement our mathematics curriculum through a consistent, evidence-informed approach that secures progression in both knowledge and skills.

Curriculum structure and sequencing
Daily mathematics lessons are planned using the White Rose scheme of work, which breaks National Curriculum objectives into carefully sequenced and progressive ‘small steps’. Lessons systematically revisit prior learning and introduce new content in manageable stages to support retention and long-term memory.

The majority of lessons are delivered using White Rose teaching resources, with pupils completing work in White Rose booklets. This ensures consistent use of models, representations and methods across the school, enabling pupils to make secure links to prior learning.

Teaching approach
Teachers use concrete, pictorial and abstract representations to develop conceptual understanding and to support pupils in making connections between ideas. Consistent models and images are used across year groups to reduce cognitive load and strengthen retention.

Fluency and retrieval
From Reception onwards, each class has an additional daily 15-minute fluency session focused on core number knowledge, consolidation and retrieval practice. This session is delivered using the Winning With Number platform and prioritises automaticity in key facts such as number bonds and multiplication tables.

Calculation policy
We follow the White Rose calculation policies from Reception to Year 6 to ensure a consistent and progressive approach to written and mental calculation strategies.

Adaptation and inclusion
Lessons are adapted to meet the needs of all learners. Teachers use scaffolding, pre-teaching, targeted support and appropriate challenge to ensure pupils can access the curriculum and make progress from their starting points.

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The impact of our mathematics curriculum is that pupils at Carclaze:

• Develop secure conceptual understanding and strong procedural fluency

• Retain key mathematical knowledge over time

• Can reason, explain and justify their thinking using precise mathematical language

• Apply their knowledge to a wide range of problems and representations

• Demonstrate confidence, perseverance and enjoyment in mathematics

Formative assessment and ongoing monitoring

• Learning conversations and pupil responses in lessons show that pupils can talk confidently about their learning, explain their choice of methods and increasingly articulate their reasoning.

• Monitoring of work in books and displays shows progression from concrete and pictorial representations to abstract methods.

• Images and videos of pupils’ practical learning, particularly when using concrete apparatus, are used to evidence conceptual understanding.

Summative assessment

• Low-stakes testing is used to assess retention of key facts, such as number bonds and multiplication tables.

• Summative assessments (PUMA tests) in Autumn and Summer terms measure progress against age-related expectations and inform teaching, intervention and curriculum refinement.

• End of Key Stage assessments are used to evaluate attainment and progress at statutory points.

Early Years
Children in Reception are assessed against the Early Learning Goals for Number and Numerical Patterns to determine their readiness for Key Stage 1.

Key Stage 2
At the end of Year 6, pupils complete National Curriculum assessments, which contribute to teacher assessment judgements in mathematics.

Through these approaches, pupils make strong progress from their starting points and are well prepared for the next stage of education. They leave Carclaze as confident, resilient and capable mathematicians who reflect our values of Sparkle, Perseverance, Communicate and Care.

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Inclusion: SEND and Disadvantaged Pupils in Mathematics

At Carclaze Community Primary School, we are committed to ensuring that all pupils, including those with SEND and those who are disadvantaged, have full access to an ambitious mathematics curriculum. All pupils study the same core mathematical content and build knowledge cumulatively alongside their peers. We have high expectations for every learner.

Teaching is adapted to remove barriers to learning and to support pupils to achieve the intended outcomes. This includes:

• breaking learning into small, manageable steps

• using concrete and pictorial representations to support understanding

• pre-teaching key vocabulary and concepts

• providing scaffolding such as worked examples, sentence stems and structured models

• offering targeted adult support where appropriate.

Daily fluency sessions and retrieval practice support pupils in developing secure foundational knowledge, such as number bonds and multiplication facts. Where additional support is needed, pupils may receive short-term, targeted interventions that closely align with classroom learning and are regularly reviewed for impact.

This inclusive approach reflects our school values of Sparkle, Perseverance, Communicate and Care and ensures that all pupils make strong progress from their starting points and develop confidence and enjoyment in mathematics.