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At Willowbrook Primary School, we believe that a high quality Mathematics education provides the foundations for understanding the world around us because Mathematics models the world in which we live in so many ways. The intent of our mathematics curriculum is to provide a curriculum that is accessible, well matched and challenging to the needs of all learners. All learners should become fluent in the fundamentals of mathematics and should be able to reason mathematically and solve problems by the application of their mathematical understanding. We endeavour to ensure that children develop an enthusiastic and creative attitude towards mathematics that will stay with them throughout their lives.

We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects.

We have high expectation and ambition for all our children, and want them all to achieve their full potential in maths during their time at Willowbrook. We hold the belief that every child can successfully master the ideas within their year group’s curriculum.

The national curriculum for Mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and 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.
  • 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


In ensuring high standards of teaching and learning in Mathematics, we have implemented a curriculum that is progressive throughout the whole school. To support the implementation of this we use White Rose maths. Planning for Mathematics is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Mathematics 2014’ and, The Development Matters statements linked to Maths: Number, and Maths: Shape, Space and Measures in the Early Years Foundation Stage.

Mathematics teaching at Willowbrook Primary School involves adapting and extending the curriculum to match all pupils’ needs. We aim to stretch and challenge the most able and develop the independence and confidence for the less able learners too all meet their full potential and beyond.

We focus on the five key principles of Mastery:

  • Coherence

  • Representation and Structure

  • Mathematical Thinking

  • Fluency

  • Variation

Mathematics is taught in blocks of lessons to ensure coverage and depth to a specific area. These blocks are split into smaller progressive steps to help the teacher focus on the key parts of the progression. Lessons can focus on Varied Fluency, and Reasoning and Problems, or a mixture of both. We ensure progression between our year groups by focusing on what has been previously taught and focusing on what the children are working towards through a carefully planned progressive curriculum supported by White Rose maths and our Calculation Policy.

We ensure that all children are provided with rich learning experiences that aim to:

  • Prepare our children for life in an increasingly Mathematical and technological world today and in the future.
  • Help our children acquire a growing understanding of the nature, processes and methods of Mathematical concepts.
  • Encouraging open-mindedness, self-assessment, and perseverance.
  • Develop the use of Mathematical language, recording, and techniques.
  • Make links between Mathematics and other subjects.

At Willowbrook Primary School, we aspire to promote children’s independence and for all children to take responsibility in their own learning.


The impact and measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the Mathematics Curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Assessment for Mathematics is a continual process in which teacher use their assessments to inform intervention and next steps in learning. We also use NFER Tests 3 times a year to ensure that children are making the expected progress. Pupil Progress Meetings are held regularly and teachers are held to account for the Mathematical progress of the children in their class.

All children will have:

  • A wider variety of skills linked to both mathematical knowledge and understanding.
  • A richer vocabulary which will enable to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life.
  • A curiosity for the world around them which will enable them to be inquisitive and question new concepts which come their way. Essential Characteristics of Mathematicians
  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges. The ability to embrace the value of learning from mistakes and false starts.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques. A wide range of mathematical vocabulary.
  • A commitment to and passion for the subject.

We use a range of resources and materials to support the learning of mathematics. As mathematics is all around us, we try to use every day practical experiences and situations to encourage mathematical understanding. We are continually developing new activities and games to extend, develop and consolidate numerical concepts

Scrutiny of work is carried out during the year to ensure consistency and progression. Teacher’s assessment and record keeping should follow stipulations within the Assessment Policy