Pure mathematics is, in its way, the poetry of logical ideas.
Albert Einstein
Aims of the Maths Curriculum
At St Mary’s, we want all children to enjoy mathematics, develop self-confidence in their ability and experience the satisfaction of retrieving, recalling and overlearning key facts. We ensure that pupils build firm foundational knowledge and skills, supporting them to reason mathematically, solve problems and apply their learning with confidence and independence across a variety of contexts.
We aim to foster curiosity, logical thinking and a lifelong love of learning, helping children understand the purpose and power of mathematics in the wider world. Mathematical talk is prioritised in every lesson, allowing pupils to articulate their thinking clearly and develop both reasoning and problem-solving skills.
Curriculum Intent
Our intent is that all pupils will:
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Become fluent in the fundamentals of mathematics through varied and frequent practice, developing conceptual understanding and the ability to recall and apply knowledge accurately and efficiently.
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Reason mathematically by following a line of enquiry, making conjectures, identifying relationships and justifying ideas using precise mathematical language.
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Solve problems by applying mathematical knowledge to routine and non-routine tasks, breaking problems into manageable steps and persevering to find solutions.
Through this approach, pupils acquire deep mathematical understanding, confidence and independence, underpinned by an ‘i-Thrive’ mindset, reflecting our belief that all children can achieve their full potential.
Teaching Approach: Mastery and Progression
At St Mary’s, we follow the White Rose Maths Schemes of Learning and adopt a whole-class mastery approach:
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Foundation Stage: Pupils focus on the five principles of counting, building a solid number sense foundation.
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Years 1–6: National Curriculum objectives are broken into small, sequential steps. Each step provides opportunities for pupils to develop both fluency and reasoning/problem-solving skills.
We use a Concrete-Pictorial-Abstract (CPA) approach to ensure that pupils understand concepts deeply:
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Concrete: Pupils use manipulatives to explore mathematical ideas.
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Pictorial: Visual representations support understanding and reasoning.
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Abstract: Pupils apply concepts in symbolic and abstract forms.
Additionally, mathematical talk is explicitly taught and embedded, helping pupils to articulate reasoning, justify methods and communicate their mathematical understanding.
Where necessary, teachers supplement learning with Target Your Maths and NCETM resources to secure fluency before progressing to reasoning and problem-solving tasks, ensuring all children have a firm foundation in core mathematical knowledge.
Lesson Structure and Assessment
A typical maths lesson at St Mary’s is engaging, stimulating and interactive. Lessons involve:
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Effective questioning, modelling and guided practice.
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Daily opportunities for pupils to apply learning independently.
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Continuous assessment to identify gaps, provide challenge and tailor support.
Pupils are formally assessed at the end of each term using a variety of tools, including standardised tests, weekly assessments and teacher observations. This ensures that progress is carefully monitored and that teaching is adapted to meet the needs of every child.
Philosophy and Impact
We are unashamedly ambitious for our pupils. The philosophy of maths mastery at St Mary’s is that:
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Success in mathematics is possible for every child.
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Mathematical ability grows through effort and structured practice, not innate talent.
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Collaboration enhances understanding and reasoning skills.
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Fluency alone is not enough – pupils must be able to demonstrate, articulate and apply their understanding.
Through this approach, children leave St Mary’s as confident, articulate mathematicians who are curious, resilient and capable of applying mathematical knowledge across the curriculum and in everyday life. They master key concepts, engage with reasoning and problem solving, and develop a lifelong appreciation for mathematics.
