At Roseberry, we believe that every child can succeed in mathematics. We are committed to developing confident, resilient and enthusiastic mathematicians by providing high-quality teaching that enables every pupil to reach their full potential. Our mathematics curriculum is designed to ensure that children develop fluency, reason mathematically, solve problems and think critically so they can apply their mathematical understanding in a wide range of contexts.

Intent

Through our teaching, we aim to:

• Develop a deep conceptual understanding of mathematics and the relationships between mathematical concepts, enabling children to apply their knowledge to real-life situations.
• Build children's confidence in communicating mathematically by encouraging them to explain, justify and discuss their thinking using accurate mathematical vocabulary.
• Foster positive attitudes towards mathematics so that all children experience success, develop resilience and enjoy challenge.
• Use a range of carefully selected representations, manipulatives and practical resources to secure conceptual understanding alongside procedural fluency.
• Provide opportunities for children to be curious, take risks, learn from mistakes and develop perseverance when tackling mathematical problems.
• Equip children with the mathematical knowledge and skills they need for future learning and everyday life.

To support this vision, we adopt a mastery approach to the teaching of mathematics using the White Rose Maths Schemes of Learning as the foundation for our curriculum planning. Lessons are adapted to meet the needs of our pupils while maintaining high expectations for all learners.

Implementation

Mathematics lessons at Roseberry place a strong emphasis on developing number sense and fluency. Counting sticks are used to strengthen children's understanding of number sequences, relationships and mathematical reasoning. Daily opportunities are provided for pupils to develop mental calculation strategies through activities such as Fluent in Five, supporting the rapid recall of key mathematical facts.

Standard written methods are taught progressively in line with the White Rose Maths Schemes of Learning and our agreed calculation policy. Practical resources and concrete apparatus are used where appropriate to help children build secure conceptual understanding before moving towards pictorial and abstract representations.

Lessons provide regular opportunities for children to engage in Varied Fluency, Problem Solving and Use Your Head activities. Pupils work independently, collaboratively with partners and as part of whole-class discussions, enabling them to develop confidence, resilience and the ability to explain and justify their mathematical thinking.

While the White Rose Maths Schemes of Learning provide the structure for long-term planning, teachers adapt learning sequences in response to ongoing formative assessment, summative assessment information and pupils' identified needs. This ensures that teaching remains responsive whilst securing progression through the National Curriculum.

Year group overviews identify the key units of learning, suggested sequencing and approximate timescales. Although all National Curriculum content is taught within each academic year, teachers may adjust the order and duration of units to reflect the needs and prior learning of their cohort, ensuring that all pupils achieve a secure understanding before moving on.

To view the DfE's curriculum for mathematics, please click the link below:

• Mathematics programmes of study: key stages 1 and 2