Our Federation intends to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high-quality activities with a focus on fluency, reasoning and problem solving.

Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding.

We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.

Underpinned By:

  • High expectations- All children are expected to succeed and make progress from their starting points.
  • Modelling- Teachers teach the skills needed to succeed in mathematics providing examples of good practice.
  • A vocabulary rich environment- We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils. Pre-teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically.

White Rose Maths

As a Federation, we use the White Rose maths scheme as a foundation for our teaching and learning. Lessons may also be personalised to address the individual needs and requirements for a class but coverage is maintained.

The White Rose scheme of learning is designed to support a mastery approach, as well as to support the aims and objectives of the National Curriculum. It also provides opportunities to build fluency, reasoning and problem-solving into each lesson. We also use a range of resources including those provided by NCTEM and NRICH to enrich our children's maths diet. 

Concrete Pictorial Abstract (CPA)

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images. We also use real life contexts so children can understand the purpose for learning the maths concepts. Children are encouraged to use manipulatives across all year groups; all abilities.  They are exposed to visual representations of different kinds that helps them to make connections between the practical and the abstract.