Maths

Intent

At Court Farm School, we strive to cultivate a lifelong love for mathematics by fostering curiosity, resilience, and confidence in our pupils. We believe that a high-quality maths curriculum is essential for equipping students with the skills necessary to solve problems, think critically, and make informed choices in an increasingly complex world. Our intent is to ensure that:

  • All pupils achieve a strong understanding of mathematical concepts: We aim to cover the National Curriculum objectives while promoting depth of understanding across various mathematical strands, including number, measurement, geometry, statistics, and algebra.
  • Mathematical fluency is built progressively: Through systematic instruction and support, pupils will cultivate the ability to recall and apply mathematical knowledge efficiently and accurately.
  • Problem-solving and reasoning skills are developed: By engaging pupils in real-life mathematical contexts, we encourage them to articulate their thinking, explore solutions, and make connections between concepts.
  • Inclusivity and accessibility are prioritised: We are committed to meeting the diverse needs of our learners through differentiated instruction and targeted support, ensuring that every child has the opportunity to succeed.

 

Implementation

At Court Farm School, our approach to teaching mathematics is grounded in the National Curriculum and informed by the NCETMs principles of teaching for mastery. We believe that all children are capable of achieving in mathematics and that with the right support will thrive.

The expectation is that the majority of children move through the curriculum at broadly the same pace. While children are typically taught in mixed ability classes, grouping decisions are made flexibly based on the needs of each cohort. All teaching aims to foster deep, secure understanding before moving on.

Teachers in the EYFS ensure the children learn through a mixture of adult led activities and child-initiated activities both inside and outside of the classroom. Mathematics is taught through an integrated approach. This is supported by the Birth to 5 Matters non statutory guidance as well as White Rose Medium term plans for EYFS Maths and NCTM Mastering Number resources.

Lesson Structure

From Key Stage 1 onwards we follow the White Rose mastery scheme. Lessons follow a consistent structure using Concrete-Pictorial-Abstract (CPA) approach. Each lesson begins with an anchor task to promote exploration and discussion. Pupils use concrete materials and representations to investigate mathematical concepts before moving to more abstract strategies. Learning is scaffolded through guided practice , allowing children to work with peers or the teacher to refine their understanding. They then progress to independent practice, where they apply strategies and reasoning independently. Pupils in Key Stage 1 have a daily Maths lesson lasting between 50 minutes and 1 hour. Additionally, NCETM Mastering Number programmes are taught  to support children with fluency in calculation and a confidence and flexibility with number.

Pupils in Key Stage 2 start the day with a 10 minute Flashback Four, have a 15 minute fluency session and then have a  Maths lesson lasting approximately 1 hour.

Calculation Approach

Children are explicitly taught and given regular opportunities to use and apply a wide variety of mental calculations strategies. They are encouraged to choose the most efficient and appropriate method for the numbers involved, developing both confidence and flexibility in their thinking. In EYFS and KS1, the focus is on building a strong conceptual understanding of number. Across the school, children explore multiple methods and approaches to problem solving.

Fluency

Fluency is a key focus across the school with each year group having time within the day for fluency practice. Children with gaps in their knowledge receive targeted support through live marking, intervention groups or work with additional adults.. we also use Times Tables Rockstars to support the rapid recall of multiplication facts.

We prioritise precise mathematical language in every lesson. Teachers model and encourage full sentence responses, using accurate vocabulary to articulate mathematical thinking. Talk ids central to our approach, and pupils are given regular opportunities to explain, justify and evaluate their strategies.

Misconceptions are addressed promptly through live feedback and same day interventions. Teachers use questioning, scaffolding and conceptual variations to challenge and support all learners.

Impact

The impact of our mathematics curriculum is seen in children who are confident, fluent and flexible thinkers. Pupils develop secure conceptual understanding and are able to explain their reasoning clearly using mathematical vocabulary. They show resilience when solving problems and are able to make informed decisions about the most efficient methods to use, drawing on a range of strategies. Children talk confidently about their learning and demonstrate enjoyment and curiosity in lessons. Through collaboration, pupils value different methods, challenge one another’s thinking respectfully and learn to explain and refine their thinking. As a result, they become independent, reflective mathematicians who are prepared for the next stage in their education and for applying maths in the wider world.