At Broadlands Primary School, our intent is to develop confident, fluent and resilient mathematicians who enjoy the subject and can apply their knowledge to a range of problems.

Through the White Rose Maths scheme, we provide a carefully sequenced, mastery-based curriculum that enables all children to build a deep and connected understanding of mathematical concepts.

We aim for pupils to:

• Develop a strong sense of number, fluency and automaticity in basic skills.
• Reason mathematically and use precise mathematical language to explain their thinking.
• Apply their understanding to problem-solving in a range of contexts.
• See mathematics as an interconnected subject that helps them to understand and make sense of the world.

Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6. In school, we follow the national curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment.

White Rose ‘Schemes of Learning’ provide sequential ‘Blocks’ of learning for the whole year, where children meet each area of learning each year, providing a spiral curriculum.

Each ‘Block’ provides sequential ‘Small Steps’ towards meeting curriculum outcomes. Teachers use professional judgement to decide how long to spend on each small step or whether they are needed for their cohort. Lessons are carefully structured to include opportunities for fluency, reasoning, and problem-solving in every unit.

 We use White Rose Maths as a framework for teaching because of its Concrete - Pictorial Abstract approach, which is fundamental to helping children build mental images in their heads, fully understand concepts and spot patterns easily. For this reason, teachers use manipulatives to explain ideas and model techniques, and they are available in every lesson for children to use too as well as pictorials of a range of representations to wider understanding. They provide a supportive scaffold for any learner who needs this at any point to achieve success. When children have grasped a concept, they are given opportunities to deepen their understanding through reasoning and problem-solving style questions which we use throughout all challenge levels.  This ensures that every child is working with their zone of proximal development. Children who are struggling at any point may receive additional Wave 2 or Wave 3 support where necessary, such as Plus 1 or Power of 2 targeted interventions.  Daily lessons include guided practice, independent learning, and mathematical discussion to encourage reasoning and depth.

During each lesson, children progress through the Concrete, Pictorial and Abstract (CPA) stages of learning at a pace appropriate to their understanding.

Learning begins with the concrete stage, where new mathematical concepts are modelled explicitly by the teacher using practical resources and manipulatives. This enables children to develop a secure understanding of the mathematical concept and make connections between what they can see and do. Once children have demonstrated understanding through the concrete representation, they move to the pictorial stage, where they represent and explore the mathematics using images, diagrams and visual representations. When children have grasped the concept pictorially, they progress to the abstract stage, applying their understanding using mathematical symbols, calculations and notation. At each stage of the CPA journey, children are challenged through carefully designed questions that increase in complexity and level of difficulty. We focus on children going deeper, rather than further, within the mathematical concept being taught. This ensures that all children have the opportunity to develop a rich and secure understanding rather than simply moving on to content from the next year group.

Once children have demonstrated mastery of the concept, they are given opportunities to apply their understanding through reasoning and problem-solving activities. These questions require children to make connections, explain their mathematical thinking, justify their answers and apply their knowledge in a range of contexts. This approach ensures that all children are appropriately challenged and supported, with a clear focus on developing fluency, depth, reasoning and problem-solving skills throughout their mathematical learning.

 Assessment is ongoing with low-stakes retrieval quizzes within lessons to reinforce current or recent learning which teachers complete at the start of each lesson, the children know this as ‘flashback maths’ and this supports retrieval practice and develops long term memory by deepening concepts. The children also complete end-of-unit tests in addition to summative assessments termly. Within lessons, adults provide immediate feedback, so children know their successes and next steps. Adults acknowledge written work in exercise books, addressing misconceptions, number formation practice or providing further challenges.

Evidence from pupil voice, book looks, lesson observations and assessment data show that our children have a good understanding and remember the mathematical knowledge, concepts and procedures to ensure readiness for the next stage of their learning, be it the next lesson, block of work, year or key stage. 

By the time the children leave Broadlands Primary school they will have become confident mathematicians, who enjoy the subject and are able to build on their skills as they enter key stage three.  They develop quick recall of facts and have the fluency to apply their knowledge and skill in a range of contexts; they can articulate explanations and reasoning both orally and through written recordings; they understand that it is ok to make mistakes because the journey to finding the correct solution is most important.   

 As a result of our mathematics curriculum, pupils at Broadlands Primary School will be able to:

• Demonstrate quick recall of number facts and fluency in calculation.
• Show confidence in tackling unfamiliar problems and explaining their reasoning clearly.
• Make strong progress across year groups, achieving well in line with or above national expectations.
• Develop positive attitudes towards maths and see themselves as capable, curious mathematicians.
• Develop the ability to recognise relationships and make connections between maths concepts.  

Through regular assessment, teacher feedback, and pupil voice, we monitor and evaluate the impact of our approach, ensuring that every child leaves Broadlands with the mathematical skills and confidence needed for the next stage of their learning and for life beyond school.