Mathematics
Intent
At Canada Hill Community Primary School, we believe that every child can be successful in mathematics. Our aim is to foster a positive attitude towards maths, enabling children to develop confidence, curiosity and resilience as mathematicians. We strive to create a learning environment where children feel safe to explore ideas, take risks, learn from mistakes and persevere when faced with challenges.
A key focus of our mathematics curriculum is ensuring that strong foundations are established from the earliest stages of learning. We recognise that secure early mathematical understanding is essential for future success and are committed to providing our youngest children with rich, practical and engaging experiences that develop number sense, mathematical language and a deep understanding of key concepts.
We are committed to helping children make meaningful mathematical connections that lead to deep and lasting understanding. Through rich learning experiences, children develop conceptual understanding alongside procedural fluency, enabling them to see relationships, patterns and structures within mathematics.
Our intention is for all children to become fluent and flexible mathematicians who can apply their knowledge in a range of contexts. We encourage children to reason logically, explain and justify their thinking, and approach problem-solving with determination, independence and confidence. By developing these skills, we aim to equip our pupils with the mathematical understanding and mindset they need to succeed both in school and in the wider world.
Implementation
Coherent and Progressive Curriculum
To support the effective delivery of our mathematics curriculum, we have carefully selected the White Rose Maths Scheme as the foundation for curriculum planning in year 1 to 6. This provides a coherent progression of learning, enabling teachers to sequence units effectively and break mathematical concepts down into manageable, connected steps that build upon prior knowledge. Years 1-4 follow the White Rose Mixed Age Scheme small steps. Year 5 and 6 children are organised into groups for maths which means most children are taught from the White Rose Single Aged Scheme. Teachers have also made some adaptations to the overviews where needed.
In the Early Years Foundation Stage, children follow the Mastering Number EYFS Programme, which places a strong emphasis on developing secure number sense and a deep understanding of early mathematical concepts. To further strengthen these foundations, some Year 1 pupils continue to access Mastering Number EYFS sessions where appropriate. This provides additional opportunities to consolidate key concepts and develop confidence with number, while continuing to engage fully with the Year 1 mathematics curriculum.
Fluency
Building on fluency in EYFS, Key Stage 1 children also have Mastering Number sessions which are additional to the White Rose scheme core curriculum. The Mastering Number sessions are designed to strengthen number sense, develop fluency and flexibility with number with a particular focus on additive reasoning.
In Years 3 and 4, children continue to follow the White Rose Maths scheme, supplemented by the Mastering Number Programme. In Year 3, the focus is on consolidating and extending key fluency skills developed in Key Stage 1, particularly additive fluency and flexibility. In Year 4, children participate in the Key Stage 2 Mastering Number Programme, which strengthens multiplicative reasoning and fluency. Developing fluency and building strong foundations is a key priority so some children may revisit some key concepts from the previous year groups before progressing to the core programme.
Multiplication facts are taught explicitly and practised regularly throughout the school. We support pupils in developing efficient recall through the systematic teaching of 36 essential multiplication facts, enabling them to derive related multiplication and division facts and apply their knowledge with increasing confidence and efficiency.
In Years 5 and 6, fluency continues to be developed through a bespoke programme of arithmetic sessions delivered twice weekly. These sessions are designed to maintain and extend pupils’ proficiency across the four operations, fractions, decimals and percentages. Pupils also continue to consolidate their multiplication knowledge through our 99 Club programme, promoting rapid recall of key number facts and supporting success across the wider mathematics curriculum.
Oracy
Mathematical talk is a fundamental component of our mathematics curriculum. We believe that by articulating, explaining and justifying their thinking, children develop a deeper understanding of mathematical concepts and make stronger connections between ideas. Whilst the National Curriculum for mathematics is extensive, we are committed to providing children with regular opportunities to think deeply, explore different approaches and discuss their reasoning before recording their methods, observations and conclusions.
To support this, we have developed a range of mathematical talking frames and accompanying hand signals that help children communicate their ideas with increasing confidence, clarity and precision. These structures enable all pupils to participate in mathematical discussions and foster active listening by providing children with the language needed to question, build upon and respond thoughtfully to the contributions of others.
We make purposeful use of high-quality resources, such as Multiplicity Lab, to stimulate curiosity, encourage children to notice patterns, make mathematical connections and recognise mathematics in the world around them.
Children’s ideas are valued and respected within our classrooms. Teachers recognise, celebrate and build upon pupils’ contributions, creating a culture in which all children feel confident to share their thinking. We also recognise the significant role that collaborative learning plays in developing mathematical understanding, communication and reasoning. Therefore, increasing opportunities for purposeful mathematical collaboration is a key priority within our Mathematics Development Plan for 2026–2027.
Adaptation
While the White Rose scheme provides a clear framework, year group teams and individual teachers adapt and refine planning to meet the needs of their cohorts and classes. This ensures that learning is responsive, inclusive and tailored to support all pupils in making good progress.
Responsive teaching is central to our approach. Through effective questioning, mathematical discussion and regular use of mini whiteboards, teachers continually assess pupils’ understanding during lessons. When misconceptions are identified, children are supported using concrete apparatus, visual representations and/or adapted tasks. Additional challenges are planned for children identified as needing stretch. Following lessons, teachers review pupils’ work to identify any emerging gaps in understanding and provide additional support where required to ensure learning remains secure.
Intervention and Additional Support
At Canada Hill, we are committed to a philosophy of “keeping up, not catching up.” We believe that all children should have the opportunity to progress through the mathematics curriculum at broadly the same pace as their peers, developing secure understanding alongside their year group wherever possible. Our approach to intervention is therefore focused on identifying and addressing barriers to learning promptly, ensuring that gaps do not widen over time.
Pre-teaching is a key strategy used to support pupils who may benefit from additional preparation before new learning is introduced. By exploring key vocabulary, concepts and strategies in advance, we aim access lessons with greater confidence, participate more fully in mathematical discussions and engage successfully with new learning.
Where specific gaps in fluency, recall or automaticity are identified, targeted interventions such as the Plus One and Power of Two programmes are used. These evidence-informed interventions support pupils in developing confidence and accuracy with key number facts.
For a small number of children, including those with Education, Health and Care Plans or Individual Education Plans, a more personalised approach may be required. Where pupils are unable to access the year group curriculum despite appropriate adaptations and support, teachers implement bespoke learning pathways that are carefully matched to individual needs.
Home Learning
We recognise the important role that home learning plays in supporting children’s mathematical development and helping them to build fluency, confidence and independence.
In the Early Years Foundation Stage and Key Stage 1, children use NumBots to develop their understanding of number and strengthen recall and fluency in mental addition and subtraction. The programme supports children in progressing from counting strategies to efficient calculation, building secure foundations in number sense.
In Years 3 and 4, children use Times Tables Rock Stars to develop rapid recall of multiplication and related division facts.
In Years 5 and 6, children use Century Maths, an adaptive learning platform that utilises artificial intelligence to identify gaps in pupils’ mathematical understanding. The programme provides personalised learning pathways, which address misconceptions and develops their mathematical skills.
Impact
Our mathematics curriculum enables children to develop confidence, resilience and curiosity in mathematics. Pupils approach learning with a willingness to explore ideas, seek connections, and persevere when faced with challenges.
Children build secure mathematical foundations from the earliest stages of learning, developing strong number sense, conceptual understanding and fluency. As they progress through the school, they become increasingly flexible and efficient in their use of number and are able to apply their knowledge across a range of mathematical contexts.
Pupils communicate their thinking using precise mathematical language, reason logically and justify their ideas with confidence.
Responsive teaching and timely intervention ensure that pupils make strong progress from their starting points. Children are supported to keep pace with their peers wherever possible, while bespoke provision enables those with additional needs to achieve success.
As a result, pupils leave Canada Hill as fluent, confident and independent mathematicians who are well prepared for the next stage of their education and able to apply their mathematical understanding to the wider world.