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For a full overview of the Maths Curriculum:


  Our children will be young mathematicians, developing curiosity and a critical appreciation of the subject, and securing the skills, knowledge and understanding required to underpin an understanding of the world around them. Through becoming fluent in the fundamentals of mathematics, our children will develop a flexible, deep and lasting understanding of mathematical procedures and concepts. They will develop the ability to reason mathematically, solve problems, follow lines of enquiry, create generalisations and justify decisions based upon proof. They will apply their mathematical knowledge through all areas of their studies including science, technology and the arts and gain skills necessary for financial literacy and to everyday life.



Mathematics is taught daily, for all children. Throughout Willow Learning Trust we teach with a Teaching for Mastery philosophy through Maths No Problem and additional pedagogy.  Attention is drawn to the five big ideas: developing fluency; mathematical thinking; exploring structure through careful use of concrete, pictorial and abstract representations; the use of variation theory and intelligent practice; and through the mapping of a coherent, interconnected learning programme of study.

Working walls are used to record steps in learning, key language and stem sentences, representations and misconceptions. They are used as live, interactive records, supporting pupils own formative self –assessment of ‘what I need to do and ‘what I need to know’ (factual and procedural fluency).

Lessons are structured into relevant episodes to support guidance through the learning with a repeating structure of number focus, In Focus, Shared Practice, Guided Practice, Independent activities and extension activities. Mathematical discussion and explanation form a significant part of each lesson, alongside the use of concrete materials to explore and model structure. Conceptual and procedural variation is used to deepen children’s understanding, (using standard, non-standard and non-concept examples, and intelligent practice questions). All children have access to additional questions, designed to challenge and deepen thinking.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress are based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on.


 Pupils achieve mastery of their age-related mathematics expectations. They:

  • develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • become fluent in the fundamentals of mathematics, including through varied and frequent practice and with increasingly complex problems over time
  • reason mathematically by following a line of enquiry, creating relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
  • pupils display an enjoyment and appreciation of mathematics