Mathematics Curriculum Statement

Intent

At Healey Junior, Infant and Nursery School, we believe that mathematics is a fundamental life skill that enables learners to make sense of the world around them. Our mathematics curriculum is designed to develop confident, resilient and independent mathematicians who can apply their knowledge and skills across the curriculum and in everyday life.

We aim to provide all learners with a high-quality mathematics education that develops fluency, reasoning and problem-solving skills. Through carefully sequenced learning, learners build secure mathematical knowledge and understanding, enabling them to make connections, think critically and approach challenges with confidence.

Our curriculum is ambitious for all learners and is designed to ensure that they:

• Develop a secure understanding of number and place value.
• Recall and apply key number facts with increasing fluency and accuracy.
• Know multiplication and division facts up to 12 × 12 by the end of Year 4.
• Develop efficient mental and written calculation strategies.
• Reason mathematically by following lines of enquiry, making conjectures and justifying their thinking using mathematical language.
• Solve a range of mathematical problems, including those in real-life contexts.
• Develop resilience, perseverance and confidence when tackling unfamiliar challenges.
• Use and apply mathematical knowledge across the wider curriculum.
• Develop spatial reasoning and a secure understanding of the properties of two-dimensional and three-dimensional shapes.
• Interpret, analyse and present data using a range of representations.
• Select appropriate units of measure and make sensible estimates.
• Communicate mathematical ideas clearly using accurate mathematical vocabulary.

Through our ambitious and carefully sequenced curriculum, learners will know more, remember more and be able to do more as they progress through school. We aim for all learners to leave Healey with the mathematical knowledge, skills and confidence required for the next stage of their education and for life beyond school.

Implementation

At Healey, mathematics is taught through a mastery approach that promotes deep understanding, fluency and confidence. We follow the White Rose Maths scheme alongside resources and guidance from the National Centre for Excellence in the Teaching of Mathematics (NCETM) to ensure full coverage of the National Curriculum and a coherent progression of knowledge and skills.

Learning is carefully sequenced so that new concepts build upon prior learning. Learners are provided with regular opportunities to revisit and apply previously taught knowledge, supporting long-term retention and deeper understanding.

The curriculum is structured around the three key aims of the National Curriculum:

• Fluency
• Reasoning
• Problem Solving

Teaching follows a Concrete, Pictorial and Abstract (CPA) approach, enabling learners to develop conceptual understanding before moving towards abstract mathematical thinking. Learners regularly use manipulatives, representations, models and visual images to deepen understanding and make connections between concepts.

Lessons are designed to ensure that all learners access ambitious mathematical content. Learners move through learning together, with teachers providing appropriate support, scaffolding and challenge to meet individual needs. Adaptive teaching ensures that all learners can achieve success while developing confidence and independence.

Teaching and Learning

Mathematics lessons include opportunities for:

• Whole-class teaching.
• Collaborative learning and mathematical discussion.
• Paired and independent learning.
• Guided support from adults.
• Practical and investigative activities.
• Mathematical reasoning and explanation.
• Problem-solving in a range of contexts.
• Retrieval practice and review of prior learning.
• Development of mental calculation strategies.
• Consolidation of number facts through regular arithmetic practice and maths fluency activities.
• Appropriate use of technology to enhance learning.

Learners are encouraged to articulate their thinking, explain methods, justify reasoning and use precise mathematical vocabulary. Oracy plays a key role in supporting learners to deepen their understanding and communicate mathematical ideas effectively.

Assessment

Assessment is an integral part of teaching and learning at Healey and is used to inform planning, identify misconceptions and ensure that all learners make strong progress from their starting points.

Teachers use ongoing formative assessment through:

• Observation.
• Questioning.
• Discussion.
• Analysis of learners' work.
• Retrieval activities.
• Low-stakes assessment opportunities.

Assessment information is used to identify strengths, address misconceptions and adapt teaching to meet the needs of learners.

Summative assessments are completed regularly throughout the year, including PIXL assessments, to monitor attainment and progress against National Curriculum expectations. Outcomes are analysed to inform future teaching and are discussed during pupil progress meetings and inclusion reviews to ensure appropriate support and challenge for all learners.

Assessment systems enable leaders and teachers to monitor curriculum effectiveness, identify trends and ensure that all learners are developing secure mathematical knowledge and skills over time.

Impact

The impact of our mathematics curriculum is evident in learners' confidence, fluency and ability to apply mathematical knowledge in a range of contexts.

As learners progress through the school, they develop a secure understanding of mathematical concepts and increasingly demonstrate the ability to reason, solve problems and make connections across different areas of mathematics.

By the end of Key Stage 2, learners will:

• Demonstrate fluency in key mathematical facts and procedures.
• Apply mathematical knowledge accurately and efficiently.
• Reason mathematically using appropriate vocabulary.
• Solve increasingly complex problems using a range of strategies.
• Make connections between different mathematical concepts.
• Apply mathematics confidently across the wider curriculum and in everyday situations.
• Approach challenges with resilience, confidence and independence.

Learners develop a positive attitude towards mathematics and understand its importance in the wider world. Through high expectations, carefully sequenced learning and effective teaching, learners leave Healey well prepared for secondary education and future life experiences.

The quality and impact of the mathematics curriculum are monitored through lesson visits, work scrutiny, learner voice, assessment analysis and curriculum reviews. These processes support continuous improvement and ensure that all learners receive a high-quality mathematics education.

Mathematics in the Early Years Foundation Stage

In the Early Years Foundation Stage, mathematics is taught through a combination of adult-led learning, continuous provision and practical, hands-on experiences. Learning is designed to develop curiosity, confidence and a positive attitude towards mathematics from the earliest stages.

Learners are provided with opportunities to develop their understanding of number, numerical patterns, shape, space and measure through meaningful real-life contexts and play-based learning experiences.

Through exploration and investigation, learners develop early mathematical knowledge and skills, including:

Number

Learners:

• Count reliably and confidently.
• Develop an understanding of number composition and relationships.
• Compare quantities and recognise patterns.
• Add and subtract within meaningful contexts.
• Explore doubling, halving and sharing.
• Develop confidence in recalling key number facts.

Numerical Patterns

Learners:

• Recognise, continue and create patterns.
• Explore relationships between numbers.
• Develop an understanding of sequencing and order.

Shape, Space and Measure

Learners:

• Use mathematical language to describe shape, size, position, distance, capacity, weight and time.
• Compare quantities and objects.
• Explore the properties of shapes and everyday objects.
• Investigate spatial relationships within their environment.

Through carefully planned learning opportunities, learners develop the mathematical foundations necessary for future success. By the end of the Early Years Foundation Stage, learners have developed a secure understanding of early mathematical concepts and are well prepared for the Key Stage 1 mathematics curriculum.