Maths Curriculum Statement
Intent
Why are we teaching the subject? What do we want our children to gain from learning the
subject?
At Pilsley CofE Primary School, we teach mathematics through a Mastery approach.
We aim for each child to have a deep, long-term, secure and adaptable understanding of
maths. Their understanding should build gradually as a child goes through school.
To develop mastery, pupils need to gain:
• fluency (rapid and accurate recall and application of facts and concepts)
• a growing confidence to reason mathematically
• the ability to apply maths to solve problems, to conjecture and to test hypotheses.
Mastery of maths should become a tool for life, and one that can be explored in different
ways through each subject, making connections through application and problem solving.
Maths Teaching for Mastery rejects the idea that a large proportion of people ‘just can’t do
maths’, and we support pupils in the belief that they can achieve.
The intent of Teaching for Mastery in our Maths curriculum is to deliver a curriculum
which aims for all children to leave our school with a deep and secure understanding of
mathematics. We believe every child can achieve and that the curriculum is made
accessible to all and that will maximise the outcomes for every child so that they know
more, remember more and understand more. Mathematics is a creative subject that is
essential to everyday life, critical to science, technology and engineering, and necessary
for financial literacy and most forms of employment. A high-quality mathematics
education therefore provides a foundation for understanding the world, the ability to
reason mathematically, an appreciation of the power of mathematics, and a sense of
enjoyment and curiosity about the subject.
Implementation
Following the Teaching for Mastery 5 Big Ideas, each lesson intends to deliver a coherence
that is based on small steps for learning and include the careful consideration of the
mathematical aspects (Representation and Structure; Mathematical Thinking; Fluency and
Variation) that are shown in this diagram:

Pilsley CofE Primary School currently uses the Maths No Problem! text and workbooks as its
main spine, supported by the NCETM PD Mastery Materials and White Rose Maths. Each of
these schemes supports and implements the principles of Teaching for Mastery as stated
above.
*** In addition to this, Pilsley CofE will use the updated DFE guidance for the Recovery
Curriculum and associated NCETM classroom resources to support each child to in their
return to school following 2020 Covid19 Lockdown.
• All pupils are encouraged by the belief that by working hard at mathematics they can
succeed.
• Through whole-class interactive teaching, all the pupils have the opportunity to master
concepts before moving onto the next part of the curriculum.
• If a pupil fails to grasp a concept or procedure, this is identified quickly and early
intervention can be put in place so the pupil is able to move forward with the whole class.
Early intervention comes through the support of teaching assistants working alongside the
class teacher; small group work after the session or pre-teaching the key skills to a small
group or individual children before the lesson.
• Lessons are designed so that as the key points of the new mathematics are taught, the
difficult points and misconceptions are anticipated and addressed. The teacher models,
demonstrates, sets tasks, and facilitates the exploration of the mathematics by the pupils.
The pupils explore key concepts independently while continuously discussing their thoughts
and understanding with their peers.
• The tasks set are based on intelligent practice and carefully build on skills previously
taught.
• Significant time is spent exploring, proving and developing deep knowledge of the key ideas
needed to underpin future learning.

The structure and connections within mathematics are emphasised, so that the pupils
develop deep learning that can be sustained.
• Key facts, such as multiplication tables and addition facts within ten are learnt and
continuously practised to ensure a fluency that supports learning of new concepts.
Impact
How do we know what each child has learnt? What evidence do we have?
• We aim for each child to:
• become fluent in the fundamentals of mathematics. This includes, through varied and
frequent practice, increasingly complex problems over time.
• use practised models and images to support in their conceptual understanding and
assist in the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and
generalisations, and developing an argument, justification or proof using
mathematical language
• 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, using practiced methods and images to seek solutions.
• Maths journals are completed by the children to evidence their key learning in
each topic, comparative to their starting points. This allows class teachers to
assess any need for revisiting learning for individual children and ensures sticky
knowledge.
• Assessment for Learning is embedded in practice, and during the planning stage of
each lesson, predicted misconceptions are identified by the teacher, with key
questions for different ability. Support is given through maths talk throughout the
lesson, with an emphasis on the children discussing a problem and learning from
their peers and teachers. With both staff and children continually reflecting on
their learning, support and extension are given.
• Maths reflects the highest expectations in the children’s behaviour.
**The DFE Recovery curriculum guidance and NCETM supporting resources
identifies assessment questions and activities that will support each child and
will be incorporated in the weekly planning stage. This guidance aims to identify
“the most important conceptual knowledge and understanding that pupils need as
they progress from year 1 to year 6. These important concepts are referred to as
ready-to-progress criteria and provide a coherent, linked framework to support
pupils’ mastery of the primary mathematics curriculum.”