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Statements of Intent, Implementation and Impact


The intent of our mathematics curriculum at Norwood Primary School is to provide all children with a secure foundation for understanding number, mathematical reasoning, logical thinking and problem-solving developed alongside resilience so that they are fully prepared for future learning. It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum. We believe that all children, pupils and young people can be successful mathematicians. We will support them to achieve this by providing an ambitious and carefully constructed mastery curriculum in mathematics for all pupils.

By adopting a Mastery approach to the teaching and learning of Mathematics, it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Norwood Primary School with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number and an understanding of how important Maths is and the role it plays in everyday life. The development of this mathematical, cultural capital will enable them to be successful in society, their career and the world of work.


Our implementation is developed through secure understanding of the Mathematics Curriculum and subject area expertise. Maths lessons are designed with a mastery approach, which includes the use of concrete, pictorial and abstract (CPA) ideas, and provides our pupils with the necessary resources, scaffolding and support required to access the learning at all levels. 

Our planning, teaching and learning, follows the White Rose Maths Hub Schemes of Learning supplemented with high quality teaching and learning resources from other respected bodies such as the NCETM and NRICH. These resources are carefully adapted to suit the needs of all learners and to ensure the best possible outcomes for children. By using a variety of planning resources we believe that we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children.

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 are challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on.


Children at Norwood Primary School understand and value the importance of Mathematics, this is evident through pupil voice and monitoring which takes place every term by the curriculum leader. We strive to equip our children with the skills to confidently make rich connections across mathematical ideas as a result of developing fluency, mathematical reasoning and competence in solving increasingly sophisticated, contextual problems during their time with us. Children also use their Mathematics skills as a key tool in helping them to learn and apply their knowledge across all curriculum areas, and as a result, know more, remember more and understand more in all subjects.

Pupils have a secure understanding of the key strategies, methods, and vocabulary for each key area of the curriculum and can articulate the context in which maths is being taught, relating this to real life purposes. Children show confidence and believe, through a growth mind set approach, that they can learn about a new maths area and apply the knowledge and skills they already have, understanding new and different representations. All children have a developed understanding of the methods and skills of mathematicians at an age and stage appropriate level.

Termly monitoring by the Mathematics Lead, alongside periodic summative assessments, will show a clear progression of skills, vocabulary and application in line with the expectations set out in the National Curriculum for Maths resulting in mathematical mastery. Children’s progress and attainment is regularly discussed with senior leaders in pupil progress meetings and shared with parents through parent consultations or more frequently if required.

Books, pupil conversations and lesson observations will show that pupils use their acquired vocabulary in maths lessons, they have the skills to use calculation methods and problem solving approaches independently and show resilience when tackling new and unfamiliar problems in a wide range of contexts. In addition to this, books and pupil conversations will also show clear and deliberate learning journeys within a complete unit of learning that build upon prior learning and prepare children fully for the next steps. Pupils, at an age appropriate level, are flexibly and fluently able to move between different contexts and representations and are able to produce work which evidences good progress from their last point of statutory assessment and their starting points.

Maths Skills Progression - Key Stage 1 and Key Stage 2

The following documents provide guidance on the progression of mathematical skills in each area of maths learning from Year 1 to Year 6. They are published by the NCETM (National Centre for Excellence in the Teaching of Mathematics) and are structured using the same headings as the National Curriculum for Mathematics.