MATHS AT RAVENSWOOD
Intent
- We aim to develop confident, curious mathematicians who are fluent in number, can reason mathematically, and solve problems in a range of contexts.
- Our curriculum is designed around the White Rose Maths scheme, ensuring progression in small steps, consistency across year groups, and secure foundations in fluency, reasoning, and problem-solving.
- In Reception, we follow the Mastering Number programme, providing children with a secure sense of number, subitising, and early calculation strategies.
- In Years 1 and 2, Mastering Number takes place daily outside of maths lessons, strengthening fluency and number sense so pupils can access the full White Rose curriculum with confidence.
- As a member of our local Maths Hub, we engage in research-based practice, collaborative development, and staff training to ensure our maths curriculum reflects the best evidence in teaching and learning.
We aim to ensure all pupils, including disadvantaged and SEND pupils, achieve a deep understanding of maths concepts.
Implementation
- Our curriculum is rooted in the National Curriculum and structured through the White Rose framework, which sequences learning into carefully planned small steps that build knowledge progressively.
- We embed the Concrete, Pictorial, Abstract (CPA) approach to strengthen conceptual understanding and ensure children can represent and explain their mathematical thinking in different ways.
- Opportunities for reasoning and problem-solving are woven into lessons to enable pupils to apply their knowledge with confidence and deepen their understanding.
- In Reception, the Mastering Number programme provides engaging, interactive sessions that develop early number sense. Alongside this, continuous provision is planned to extend mathematical learning through purposeful play. Practitioners design creative opportunities that spark curiosity and enthusiasm, encouraging children to explore maths through games, songs, rhymes and investigations using a wide range of manipulatives. This enables pupils to build a love of maths as confident, independent learners.
- In Years 1 and 2, Mastering Number sessions take place outside of maths lessons, giving children structured time to secure fluency in subitising, number bonds, place value and additive relationships.
- In Key Stage 2, dedicated ‘Big Maths’ lessons allow pupils to practise and consolidate efficient calculation methods for the four operations. Following the school’s calculation policy, children develop confidence in applying these methods in increasingly complex contexts, including word problems.
- Assessment is ongoing, with termly summative assessments providing evidence to support teacher judgements and highlight areas for reinforcement. Outcomes are shared with the next teacher to ensure continuity and progression. Statutory assessments, such as the Year 4 multiplication check and the end of Key Stage Two tests, also form part of our summative assessment framework.
Impact
- Pupils demonstrate fluency, reasoning and problem-solving in line with National Curriculum expectations.
- Children in Reception develop a secure number sense and are ready to transition into the KS1 maths curriculum.
- Attainment and progress in maths are at least in line with national expectations, with pupils making strong progress from their starting points.
- Pupils talk confidently about their mathematical thinking, using precise vocabulary.
- Gaps in learning are identified early and addressed through timely intervention, ensuring all children, including SEND and disadvantaged pupils, achieve their potential.