Curriculum Intent

At St Christopher’s, we are committed to developing confident, capable and resilient mathematicians. Our curriculum is designed to ensure that all pupils develop a deep and secure understanding of mathematical concepts, alongside the fluency and reasoning skills needed to apply their learning effectively.

We place a strong emphasis on number sense and arithmetic, recognising that these are the foundations for success across all areas of mathematics. Through consistent practice and carefully sequenced learning, pupils develop accuracy, efficiency and confidence in calculation.

We believe that every child can succeed in mathematics. Regardless of prior attainment or starting point, our aim is to foster a positive mindset, where pupils see maths as an engaging, challenging and rewarding subject that they can enjoy and master.

Implementation

Mathematics teaching at St Christopher’s is structured, inclusive and designed to support all learners in making strong progress.

Lesson Structure

Lessons follow a clear and consistent structure:

• I do – the teacher explicitly models new learning, using clear explanations and worked examples
• We do – pupils practise together with guidance, discussion and support
• You do – pupils apply their understanding independently

This approach ensures pupils build confidence before moving towards independence.

Core Teaching Approaches

• A strong focus on number and arithmetic underpins all teaching across the school
• All classes complete daily arithmetic practice to build fluency and accuracy
• Multiplication is prioritised, with daily practice embedded at the start of each maths lesson
• Teachers use small, carefully sequenced steps to build understanding over time
• Stem sentences are used to develop mathematical language, with pupils expected to explain their thinking in full sentences
• Teachers regularly revisit prior learning to strengthen retention and support long-term memory

Adaptive Teaching

• All pupils access the same core learning, with scaffolding and support adapted to meet individual needs
• Pre-teaching is used to support targeted pupils, enabling them to access upcoming learning with greater confidence
• Stretch and challenge is built into lessons for all learners

Intervention and Support

• Targeted interventions are used to close gaps in learning and ensure pupils keep up
• Interventions are responsive and informed by ongoing assessment
• Additional adult support is used strategically to maximise impact

In Pupils’ Books, You Will See:

• Clear progression from guided practice to independent application
• Evidence of fluency, reasoning and problem solving
• Use of concrete, pictorial and abstract representations
• Written explanations using precise mathematical vocabulary
• Pupil reflections demonstrating understanding and next steps

Assessment and Progress

Assessment is used to inform teaching, identify gaps and ensure all pupils make progress.

• Teachers use White Rose end-of-unit assessments to check understanding of key learning
• NTS Maths assessments are used in Years 1, 3, 4 and 5 to support summative assessment
• Statutory assessments (SATs) are used in Years 2 and 6

Assessment information is used to:

• Identify pupils who require additional support or challenge
• Inform planning, intervention and teaching strategies
• Support discussions during pupil progress meetings

Impact

The impact of our mathematics curriculum is that pupils:

• Develop strong number sense and arithmetic fluency, enabling them to calculate accurately and efficiently
• Demonstrate confidence and resilience, approaching mathematical challenges with a positive attitude
• Are able to explain their reasoning clearly, using precise mathematical vocabulary
• Make good progress from their starting points, with gaps in learning identified and addressed quickly
• Retain and apply knowledge over time, supported by regular revisiting and practice
• Are well-prepared for the next stage of their education

Across the school, outcomes show that:

• The majority of pupils achieve at least the expected standard, with an increasing proportion working at greater depth
• Pupils who require additional support make improved progress due to timely and targeted interventions
• Consistent approaches to teaching, including the emphasis on arithmetic and multiplication, lead to improved fluency and accuracy

How We Fulfil Our Vision

We maintain high standards in mathematics through:

• A consistent, whole-school approach to teaching and learning
• A strong emphasis on number fluency and arithmetic
• High-quality professional development and sharing of best practice
• Regular monitoring, including lesson observations, planning reviews and book scrutinies
• Use of pupil voice to inform and improve practice
• Termly review of outcomes and provision