At Gilbertstone Primary we believe that a high-quality, mastery mathematics curriculum develops pupils' love of mathematics. Using the aims set out in the Early Years Framework and the National Curriculum, we aim to ensure that all pupils become fluent in the fundamentals of mathematics. Through varied and frequent practice with increasingly complex problems over time, pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Children are encouraged to reason mathematically by following a line of enquiry, by making connections with taught concepts. They are taught to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
By embedding a mastery approach to the teaching of mathematics, teaching and learning is consistent and will support pupils with their understanding and retention of core concepts.
Teachers embed concepts and promote deeper thinking through carefully planned questioning. Pupils are encouraged to explore mathematics in depth using mathematical vocabulary to reason and explain their thinking. A wide range of concrete, pictorial and abstract representations are used throughout the curriculum to aid conceptual and procedural understanding.
By teaching mathematics in this way, we aim to provide a curriculum which caters for the needs of all pupils and sets them up with the necessary knowledge and skills for them to become successful mathematicians through school and beyond.
At Gilbertstone, we teach mathematics through the White Rose Maths mastery programme designed to spark curiosity and excitement and nurture confidence in mathematics. This is built around a child‑centred lesson design that models and embeds a growth mindset approach to maths and focuses on helping all children to build a deep understanding of maths concepts. White Rose Maths is used from Reception to Year 6.
The vast majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge through scaffolded support and, where possible, same day keep up intervention is used to embed concepts to ensure a secure understanding before building on prior learning.
The lesson structure followed in school begins with a Flashback 4 which revisits prior learning.
Through the use of a Concrete, Pictorial and Abstract representations, a scaffolded teacher-led (I do, We do, You do) approach is then used to embed a deeper understanding of the key concepts taught. Independent intelligent practice is carried out in White Rose workbooks (from Year 1 to 6) where pictorial scaffolds are slowly removed so pupils develop independent strategies. Pupils working at a deeper level of understanding are further challenged using problem solving challenges from e.g. White Rose 'Digging Deeper', Test Base or I See Maths.
In order to ensure a deeper understanding of the mathematical concepts taught, key vocabulary is embedded throughout by engaging pupils in a vocabulary-rich environment. Pupils use a whole-school approach to broaden and deepen their knowledge of key vocabulary through ‘call and response.’
Through detailed medium-term plans, pupils are encouraged to make connections throughout their mathematical journeys, linking to the Ready to Progress materials from the DfE Teaching Maths in Primary school documents.
Regular assessment is carried out at the end of each unit through ‘End of Unit Checks’ (years 1-6). Prior learning is revisited routinely through ‘I still can’ challenges and Flashback 4s so that key concepts are retained in pupils’ long-term memories. Termly assessment of mathematics is facilitated through White Rose summative tests.
The intended impact of our curriculum is that all pupils leave Gilbertstone having developed a love of mathematics with the key age-appropriate skills and knowledge necessary for the next stage of their learning. As a result of our carefully planned and skilfully implemented curriculum, we would expect the impact to be that pupils will:
- Have a positive perception of mathematics by developing a growth-mindset approach to mathematics
- Become confident, resilient mathematicians who are increasingly engaged in mathematics lessons
- Be taught mathematics using a CPA approach to achieve mastery in this subject
- Be able to confidently use concrete resources and visual representations to solve mathematical challenges
- Be able to make connections within mathematics, across other curriculum subjects and with the wider world
- Be able to use mathematical vocabulary to engage in discussions around mathematical concepts
- Achieve well in mathematical assessments so that pupils achieve the expected standard or above at the end of each key stage and make at least expected progress from their starting points.