At Mayville, we believe mathematics is a fundamental life skill that underpins many aspects of daily life and learning. We provide a high-quality mathematics education that builds confidence, curiosity and resilience, equipping all pupils with the fluency, reasoning and problem-solving skills they need for success in school and beyond.

Our curriculum follows the National Curriculum (2014) and is delivered through the White Rose Maths scheme from EYFS to Year 6, ensuring full coverage, progression and coherence across all year groups.

EYFS

In the EYFS, children build a strong mathematical foundation through a play-based approach, using White Rose Maths to sequence learning. Maths is embedded in the environment and daily routines, as well as in adult-led sessions and child-initiated play. Children explore early number, shape, space and measures through practical, hands-on activities that promote reasoning, problem-solving and mathematical talk.

National Curriculum aims

We aim for all pupils to:

• become fluent in the fundamentals of mathematics through varied and frequent practice
• develop conceptual understanding and the ability to recall and apply knowledge accurately
• reason mathematically, following lines of enquiry, generalising and using mathematical language precisely
• solve problems by applying their mathematics to routine and non-routine contexts with confidence and perseverance

Teaching approach

Teaching is grounded in Rosenshine’s Principles of Instruction. Daily lessons of up to 60 minutes follow an ‘I do, We do, You do’ model, with mini-plenaries used throughout to check understanding:

• I do – teachers give explicit instruction and model key concepts and methods.
• We do – guided practice, with pupils working collaboratively and supported by the teacher.
• You do – pupils apply their learning independently.

Units are planned in half-termly cycles, with the medium-term plan linking units together. Each unit’s learning journey is planned with year group colleagues, and class teachers then scaffold learning for their own class.

Concrete, Pictorial, Abstract (CPA)

We use the CPA approach to build deep, lasting understanding:

• Concrete – pupils explore new ideas using manipulatives such as cubes, counters, Numicon and base ten.
• Pictorial – pupils represent their understanding with drawings, bar models and diagrams.
• Abstract – pupils move on to numbers, symbols and formal written methods.

Developing fluency

Fluency is the foundation for reasoning and problem-solving. It is developed through weekly arithmetic sessions, short recall activities within lessons and frequent times tables practice, particularly in preparation for the Year 4 Multiplication Tables Check (MTC).

Inclusion

All pupils, including those with SEND, are entitled to a high-quality mathematics education, with adaptations made through quality first teaching. Support for pupils with SEND follows their individual education plans and the school’s Inclusion Policy. Support may include:

• adjusted levels of scaffolding and additional adult guidance or targeted questioning
• manipulatives, visual supports and alternative representations or methods of recording
• pre-teaching and overlearning

Challenge

Every lesson includes challenges that deepen understanding, encouraging pupils to reason and apply their learning to new contexts.

Home learning

Home learning consolidates class learning and builds independent study habits. It may include practice of number facts and times tables, tasks on Atom Learning (an adaptive online platform) and occasional problem-solving tasks linked to class topics. Year group Learning Journeys, showing curriculum coverage and progression, are available on the school website so that parents can support their child’s learning.

Resources

Learning is supported by White Rose Maths and CGP materials; manipulatives (such as Numicon, Dienes, counters, number lines and place value charts); visual representations including bar models and interactive digital resources.

By the end of Year 6, children are fluent in the fundamentals of mathematics, with the conceptual understanding to recall and apply knowledge rapidly and accurately. They can solve problems in a variety of situations, including unfamiliar and real-life contexts, and see maths as an exciting, enjoyable subject and a vital life skill.

Assessment

• Formative – ongoing, through questioning, observation, feedback on next steps and mini-plenaries, so that misconceptions are addressed quickly.
• Summative – termly PUMA tests, supplemented by Testbase and White Rose Maths materials. Outcomes are recorded and analysed on Sonar Tracker to monitor progress and identify pupils needing support or challenge.
• Statutory – the Multiplication Tables Check in Year 4 and end of Key Stage assessments in Year 2 and Year 6.

Monitoring

The Maths Subject Leader monitors the impact of the curriculum through lesson observations, book looks, learning walks, pupil voice and analysis of Sonar Tracker data. They support teachers with planning, pedagogy and assessment, lead professional development and ensure high-quality resources are available. Findings inform school improvement planning and staff development priorities.