Our maths subject lead is Mrs Z Hitchings.  

The aims for our Maths curriculum taken from the National Curriculum

The national curriculum for mathematics aims to ensure that all pupils: 

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing 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.

  Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.   The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.   We teach Maths using the content and skills of the National Curriculum.  This is supplemented by the selective use of additional materials from the White Rose schemes of learning and the White Rose Calculation policy - see below.

Intent

At Russell Lower School, we are committed to developing confident, resilient and independent mathematicians who embrace challenge, take risks and apply their mathematical knowledge and skills in a range of meaningful contexts. We aim for every child to develop a deep conceptual understanding of mathematics, enabling them to make connections, reason confidently and build securely on prior learning as they progress through the school.

We provide a broad, ambitious and progressive mathematics curriculum for all pupils from the Early Years to Year 4. In the Early Years, our curriculum is based on the Early Years Foundation Stage Framework, including Development Matters and the Early Learning Goals, before progressing seamlessly into the National Curriculum for Years 1 to 4. This ensures that children develop the knowledge, skills and understanding needed for future success in mathematics.

Our calculation policy is underpinned by the concrete–pictorial–abstract (CPA) approach, enabling children to develop secure understanding before moving to more abstract concepts. We want all children to become fluent in the fundamentals of mathematics, reason mathematically and solve increasingly sophisticated problems with confidence.

            Mathematics is a creative and highly inter-connected discipline…providing the solutions to some of history’s most intriguing problems.’

National Curriculum (2014)

Russell Lower School follows the White Rose Maths schemes of learning to provide a coherent, carefully sequenced curriculum that supports mastery. Through high-quality teaching, carefully structured small steps and purposeful practice, we develop deep understanding, mathematical confidence and resilience in every learner.

Children are encouraged to apply their mathematical knowledge across the wider curriculum through subjects such as Science, Design and Technology, RE and PE, as well as during whole-school Maths Days and enrichment opportunities. These experiences help pupils recognise the relevance and value of mathematics beyond the classroom.

Oracy is central to our approach. We encourage children to describe, explain, justify, convince and prove their thinking using accurate mathematical language. Opportunities for purposeful mathematical discussion are embedded throughout lessons, with strategies such as Talk Partners and reasoning activities, including tasks such as Which One Doesn't Belong?, enabling pupils to develop confidence in communicating and defending their ideas.

            In order to learn mathematics effectively, pupils primarily need to talk about their mathematical ideas, negotiate meanings, discuss ideas and strategies and make mathematical language their own.

Lee, C (2006)

We have high expectations for every child. Pupils who grasp concepts rapidly are challenged through rich reasoning, problem-solving and deeper thinking opportunities that broaden and deepen their understanding. Those who require additional support receive timely intervention, targeted practice and adaptive teaching to secure key concepts before moving on. Where appropriate, pre-teaching is used to build confidence, address misconceptions and ensure all pupils can access new learning successfully.

Through our mathematics curriculum, we aspire to develop pupils who are fluent, curious and confident mathematicians, equipped with the knowledge, skills and resilience needed for the next stage of their education and beyond.

Implementation

At Russell Lower School, we follow the White Rose Maths schemes of learning to support teachers in delivering an ambitious, coherent and progressive mathematics curriculum from the Early Years through to Year 4. In the Early Years, the White Rose guidance complements the EYFS Framework, enabling teachers to provide rich mathematical experiences that meet the needs of their cohort while developing secure foundations in Number and Numerical Patterns.

Our calculation policy is embedded throughout the school, ensuring a consistent approach to teaching the four operations using the concrete–pictorial–abstract (CPA) approach. This enables children to make connections between different mathematical representations and develop a deep conceptual understanding before moving to abstract methods. In the Early Years, children primarily learn through practical, hands-on experiences, building secure mathematical understanding through exploration and play.

We place a strong emphasis on mathematical vocabulary and oracy. Children are encouraged to explain their thinking, justify their answers and use precise mathematical language in every lesson. Through discussion, reasoning and collaborative learning, pupils develop confidence in communicating their mathematical ideas and making connections across different areas of mathematics.

The White Rose curriculum is carefully sequenced to ensure knowledge builds progressively over time. Concepts are introduced in small, manageable steps, allowing children to develop secure understanding before moving on. Number and place value provide the foundations for later learning, while other areas of mathematics, such as geometry, measures and statistics, are taught at appropriate points throughout the year to broaden mathematical understanding. Teachers use their professional judgement to adapt learning where necessary, ensuring lessons meet the needs of all pupils while maintaining high expectations.

Our teaching is informed by Rosenshine's Principles of Instruction and the evidence underpinning the Great Teaching Toolkit. Lessons are carefully planned with clear learning objectives, success criteria and opportunities for modelling, guided practice and independent application.

Every mathematics lesson begins with a retrieval activity that revisits prior learning, helping children to recall and retain key knowledge over time. New mathematical vocabulary is explicitly introduced and revisited throughout lessons. Teachers regularly make links to previous learning, enabling pupils to build on existing knowledge and recognise connections between mathematical concepts.

Questioning, modelling, feedback and ongoing assessment are integral to every lesson. Teachers use assessment to identify misconceptions quickly and adapt teaching to ensure all pupils make progress. Reasoning and problem-solving opportunities are woven throughout lessons, encouraging children to explain, justify and apply their understanding in a range of contexts.

Daily fluency practice is embedded across the school to develop automaticity and confidence with key number facts and calculation strategies. Children also access a range of age-appropriate digital platforms to reinforce fluency and support independent practice, including DoodleMaths, Doodle Tables and Times Tables Rock Stars.

Adaptive teaching ensures that all pupils can access the curriculum and achieve success. Pupils who require additional support receive targeted intervention, scaffolded learning and pre-teaching where appropriate, while those who grasp concepts quickly are challenged through rich reasoning, problem-solving and opportunities to deepen their understanding rather than simply accelerating onto new content.

Through consistent, high-quality teaching and carefully sequenced learning, we ensure that every child develops the fluency, reasoning and problem-solving skills needed to become confident, successful mathematicians.

Long term plans

Impact

At Russell Lower School, we measure the impact of our mathematics curriculum through a combination of formative and summative assessment. This enables teachers to identify pupils’ strengths, address misconceptions and ensure that all children make progress from their starting points.

Assessment is embedded throughout daily mathematics teaching and includes:

• EYFS assessment against the Early Learning Goals
• Effective questioning and mathematical discussion
• Daily fluency practice through DoodleMaths, Doodle Tables and Times Tables Rock Stars
• Lesson outcomes and teacher assessment
• End of block and term assessments
• Pupil, parent and staff voice
• Lesson observations, learning walks and drop-ins
• Analysis of Insight assessment data, used regularly to inform teaching and intervention
• Statutory assessments, including Year 2 SATs and the Year 4 Multiplication Check

Assessment information is gathered regularly and analysed as part of our ongoing monitoring cycle. This allows leaders and teachers to evaluate the effectiveness of teaching, identify areas for development and ensure that support and challenge are targeted effectively.

The impact of our mathematics curriculum is seen through children who are confident, resilient and able to apply their mathematical knowledge in a range of contexts. Pupils develop fluency in key mathematical skills, use mathematical vocabulary confidently, reason clearly and solve problems with increasing independence.

Through monitoring, assessment and pupil voice, we ensure that children understand the purpose of mathematics and develop positive attitudes towards the subject. Pupils are encouraged to see mistakes as opportunities to learn, persevere with challenges and make connections between different areas of mathematics.

Academic outcomes and impact - Summer 2026:

For this year we are aware of the following outcomes for Mathematics:

Other outcomes and impact:

Key findings:

• Maths attainment remains strong across the school, with Year 4 achieving the highest outcomes. Year 3 has the lowest ARE+ and will remain a focus.
• Girls perform better in the Early Years and Year 1, while boys achieve more highly in Years 2 and 3. Outcomes are similar for boys and girls in Year 4.
• Disadvantaged (PP) pupils achieve lower outcomes than their peers in most year groups, although Year 4 PP pupils achieved 100% ARE+. Greater Depth for PP pupils remains low. 
• SEND pupils achieve lower outcomes overall, although Year 4 shows improved attainment. Greater Depth for SEND pupils remains limited.
• Greater Depth attainment is strongest in Key Stage 2 but needs to improve further for disadvantaged and SEND pupils.
• Overall attainment is secure, with further work needed to close gaps and increase Greater Depth outcomes.

Key actions:

• Continue targeted support for disadvantaged and SEND pupils.
• Increase Greater Depth attainment, especially for disadvantaged pupils.
• Improve maths outcomes in Year 3.
• Continue to monitor and address differences in attainment between boys and girls.
• Embed fluency, reasoning and problem-solving across all year groups.
• Use assessment data to identify pupils who need additional support.
• Continue to encourage parental support for maths learning at home.

 PARENT WORKSHOPS AND GUIDANCE

Foundation Stage Maths Workshop workshop 

Do you want to know more about how we teach Mathematics at Russell Lower School?

Would you like to be able to better support your child’s Maths at home?

Would you like to know how we have changed the way we teach Maths in Foundation Stage at school this year, and why it is so important?

Each November we hold an information session/workshop in school for parents/carers to explain this further, to let you know how you can support your children, and to answer any questions you may have.

Following this, should you have any questions, please contact your child’s class teacher via the class email, or Mrs Brown at swanclass@russell-lower.co.uk 

Thank you so much for your continued support.

KS1 and 2 maths workshop 

Do you want to know more about how we teach Mathematics at Russell Lower School?

Would you like to be able to better support your child’s Maths at home?

Would you like to know how we teach the four operations, and why this way is so important? 

Each November we hold an information session/workshop in school for parents/carers to explain this further, to let you know how you can support your children, and to answer any questions you may have.

Following this, should you have any questions, please contact your child’s class teacher via the class email, or Mrs Hitchings at robinclass@russell-lower.co.uk  

Thank you so much for your continued support.