At our school, we follow the White Rose Mathematics framework. Inspired and informed by robust, world-class research and global maths experts, the approach aims to help all pupils master mathematics by providing engaging and inspiring learning opportunities. We chose the White Rose framework because we believe it leads to a depth of learning, especially because all stages include concrete, pictorial and abstract approaches to understanding concepts.

A mathematical concept or skill has been mastered when a pupil can represent it in multiple ways, has the mathematical language to communicate related ideas and can independently apply the concept to new problems in unfamiliar contexts.

Mastery is a long-term goal achieved through exploration, clarification, practice and application over time. At each stage of learning, pupils are encouraged to develop a deep, conceptual understanding of the topic that they build on as they move up through the school. Pupils will explore links with the wider world, equipping them with skills for life.

It is our belief that all pupils can become mathematicians. By outlining high expectations that emphasise the value of mathematics education, pupils are encouraged to employ our school value of ‘courage’ in order to build confidence and resilience. This, alongside a positive teacher mindset which nurtures a love of learning and perseverance, enables everyone to flourish.

Our teachers follow the carefully planned sequences of learning from White Rose Maths. The curriculum is broken down into small, manageable steps in order to help pupils understand concepts better. Working from these plans ensures that our lessons:

•             have number at their heart. A large proportion of time is spent reinforcing number to build competency.

•             support the ideal of depth before breadth

•             provide plenty of opportunities for reasoning and problem solving elements

•             provide challenging opportunities

Mathematics is a highly interconnected subject often with lots of possible paths to reach an answer; Being able to open these opportunities up to our pupils mirrors our community ethos: ‘…there is one body, but it has many parts. But all its many parts make up one body.’