Curriculum Intent  

Our children will be confident young mathematicians who are curious, enjoy and understand how maths fits in the world around them. They will become fluent in the core concepts and develop the ability to reason mathematically, solve problems, follow lines of enquiry, create generalisations and justify decisions based upon proof. They will apply their mathematical knowledge in the wider curriculum and develop the skills necessary for everyday life.  

Curriculum Implementation 

Mathematics is taught daily, for all children. Throughout Willow Learning Trust we teach with a Teaching for Mastery philosophy through Maths No Problem.  Attention is drawn to the NCETMs five big ideas: developing fluency; mathematical thinking; exploring structure through careful use of concrete, pictorial and abstract representations; the use of variation theory; and through the mapping of a coherent, interconnected learning programme of study.  

Working walls are used as visual aids to support children’s learning. They contain key language, stem sentences and representations.  

Lessons have a consistent structure: explore, master, guided practice, independent practice.  Mathematical discussion, through effective questioning, forms a key part of each lesson. A variety of concrete materials are used, prior to visual representations, in order to support children's learning. Children have access to extensions which challenge and deepen thinking. 

Times tables are promoted through Times Tables Rock Stars. 

Curriculum Impact   

Pupils achieve mastery of their age-related mathematics expectations. They:  

• develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately  

• become fluent in the core concepts of mathematics 

• reason mathematically by following a line of enquiry, creating relationships and generalisations, and developing an argument, justification or proof using mathematical language  

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions  

• pupils have an enjoyment and appreciation of mathematics