At Adderley Primary School, we offer an inclusive and ambitious Mathematics curriculum that empowers all pupils, including those with SEND, EAL, and disadvantaged backgrounds, to achieve, perform, and succeed in the subject. Recognising Mathematics as a fundamental life skill and a crucial tool for understanding the world, our curriculum equips pupils with the knowledge and skills necessary to apply mathematical concepts in everyday life. It also supports the development of long-term memory and the regular retrieval of key concepts, helping pupils retain and apply their learning effectively. Additionally, it prepares them for future learning and fosters their development as independent, responsible, and capable citizens.
Purpose and Aims of the Subject
We follow the National Curriculum for Mathematics. Our curriculum aims to develop pupils’ fluency in arithmetic skills and secure mathematical concepts, while also strengthen their ability to reason and solve problems. Additionally, our curriculum prioritises the development of pupils’ mathematical oracy, enabling them to explain reasoning, justify answers, and communicate effectively using appropriate mathematical language.
We aim to provide pupils with a wide range of opportunities to develop strong arithmetic skills, enabling them to become efficient learners who can apply mental Mathematics strategies quickly and accurately when solving calculations across the curriculum. Moreover, we ensure that mathematical concepts are securely embedded and that pupils develop fluency, enabling them to apply taught skills across a range of contexts. Moreover, our purpose is also to enable pupils to become confident problem solvers who can explain their thinking clearly using appropriate mathematical language.
How the Subject is Taught in Practice
At Adderley Primary School, we deliver our Mathematics lessons using the 5-Part Model, a bespoke approach specifically tailored to the needs of our pupils. This model is designed to equip pupils with lifelong skills and to promote the retention of knowledge in long-term memory. This model also supports Mathematical discussion using Voice 21 oracy techniques as an important part of lessons, helping pupils to explain their thinking and develop their reasoning skills.
Mathematics is taught daily across the school and is carefully planned, using the White Rose Scheme of Work, which ensures a clear and coherent progression of learning through small, manageable steps.
Across the school, lessons follow a consistent 5-Part Model:
- Mental Arithmetic
- Mathematical Talk
- Modelling
- Fluency
- Reasoning and Problem Solving
A fundamental feature of our teaching is the Concrete–Pictorial–Abstract (CPA) approach. Pupils initially explore mathematical concepts using concrete, practical resources, then represent their thinking visually, before progressing to abstract calculations. This structured approach supports the development of a deeper and more secure understanding of mathematical concepts.
We also utilise the RUCSAC strategy to enable pupils to approach problem-solving with greater confidence and accuracy. By following a structured process—Read, Underline, Choose, Solve, Answer, and Check. Pupils are guided to analyse problems systematically, apply appropriate methods, and verify their solutions, thereby strengthening both their reasoning and independent problem-solving skills.
Early Years
In the Early Years Foundation Stage (EYFS), Mathematics is introduced through practical, engaging, and play-based experiences, including outdoor learning. Pupils develop early number skills, explore shapes, patterns, measurement, and spatial awareness, and build the language to describe mathematical ideas. The focus is on fostering curiosity, confidence, enjoyment, and the development of problem-solving, reasoning, and early mathematical thinking.
Key Stage 1
In Key Stage 1, pupils consolidate and build upon the early mathematical foundations established in the EYFS. They develop a secure understanding of number, encompassing counting, place value, addition, subtraction, multiplication, and division. Pupils also engage with fractions, measurement, geometry, and statistics, learning to recognise patterns, describe shapes, and collect and interpret data.
Key Stage 2
In Key Stage 2, pupils further develop and consolidate their mathematical knowledge and skills, building on the foundations established in Key Stage 1. They acquire a secure understanding of number, including place value, the four operations, fractions, decimals, and percentages. Pupils also engage with geometry, measurement, and statistics, applying their learning to solve increasingly complex problems.
Times Tables
Regular times tables practice supports pupils in developing rapid recall of multiplication facts, enhancing their arithmetic fluency and confidence in mental calculations. Pupils use TT Rock Stars as part of their learning both in school and at home, enabling them to practise consistently. This approach helps pupils solve more complex problems efficiently, apply their knowledge across different areas of Mathematics, and build a strong foundation for reasoning, problem-solving, and continued mathematical learning.
Outcomes of the Curriculum and Assessment
We celebrate the outcomes of our pupils and prioritise the success of every child. To support this, we conduct thorough assessments of pupils’ progress to ensure they are provided with the best possible opportunities to achieve and excel.
EYFS Reception Baseline Assessment and EYFS Profile to Year 6
Upon entry to the EYFS, all pupils undertake the Mathematics Reception Baseline Assessment. On completion of the Foundation Stage, pupils are assessed through the EYFS Profile – Mathematics Early Learning Goals in Number and Numerical Patterns.
By the end of Year 6, pupils should be able to demonstrate fluency in written and mental calculations, solve problems using different strategies and explain their reasoning using mathematical language.
Assessment takes place regularly through questioning, discussion and observation during lessons. This allows teachers to identify misconceptions quickly and provide appropriate support or challenge.
Pupils’ progress in times tables is monitored throughout the school. In Year 4, pupils complete the national Multiplication Tables Check (MTC), which usually takes place at the start of June and assesses pupils’ recall of multiplication facts up to 12 × 12.
At the end of Year 6, pupils complete the national Key Stage 2 SATs assessments, which usually takes place in May. These assessments help measure pupils’ attainment in Mathematics and supports them transition to secondary school.
Parents and carers play an important role in supporting pupils with their learning. We encourage families to regularly practise times tables at home so that pupils develop confidence and quick recall of key number facts, helping them to be well prepared for the MTC and their future mathematical learning.
Through our Mathematics curriculum, pupils leave Adderley Primary School as confident mathematicians who are well prepared for the next stage of their education.
You can view our Mathematics curriculum plans here: