The National Curriculum expectations for mathematics in primary schools can be found here:
We have used this curriculum to develop our own bespoke approach at St Bartholomew's based on the following intent, implementation and impact statement:
At St Bartholomew’s, we endeavour to teach an ambitious, connected maths curriculum that is accessible to all children from EYFS to the end of Year 6. We want children to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. All children at St Bartholomew’s are expected to acquire a deep, long-term, secure and adaptable understanding of maths.
We follow a rigorous and robust scheme (White Rose), which has been endorsed by the National Centre for Excellence in the teaching of Mathematics (NCETM). Our scheme is a carefully constructed small-step journey through learning based on the following three principles:
Visualisers – we use the CPA (concrete, pictorial, abstract) approach to help children understand mathematics and to make connections between different representations. This ensures that all children have appropriate scaffolds and supports our low-threshold, high-ceiling approach to lesson design.
Describers – we place great emphasis on mathematical language and questioning, to enable children to discuss the mathematics they are doing, and so support them to take ideas further.
Experimenters – as well as being fluent mathematicians, we want children to love and learn more about mathematics.
Maths fluency is explicitly taught to achieve automaticity and reduce cognitive load. This will give children the ability to focus on more complex problem-solving.
Our structured, coherent curriculum develops mathematical thinkers and ensures that all children at St Bartholomew’s are capable of mastering mathematics.
Our children develop a deep conceptual understanding of maths and effectively communicate mathematical ideas. Children at St Bartholomew’s use effective and efficient methods to solve calculations and their progress and attainment are carefully monitored through the use of Progress in Maths Assessments (PUMA) at the end of each term.
Children can make connections between mathematical concepts, the wider curriculum and the world.