Mathematics Curriculum Statement

At Audley, we recognise the importance of Mathematics as a tool for everyday life. We aim to deliver a rich, balanced and progressive curriculum with a range of cross-curricular links.

Our four principle aims for Mathematics are:

  • for children to become fluent in the fundamentals of mathematics
  • for all children have the ability to reason and solve a range of problems
  • for all children to make choices about the maths they use and be able to apply with confidence
  • for children to confidently use mathematical terminology when talking about their learning

We are committed to enabling children to recognise the importance of mathematics in the wider world so that they are able to use their mathematical skills and knowledge confidently in a variety of situations in their lives. We want all children to enjoy mathematics and to develop a deep conceptual understanding so that they can experience success in the subject.

It is our intent to ensure all children have access to a high-quality maths curriculum that is both challenging and enjoyable and raise children’s aspirations. We aim to widen their horizons through a context rich curriculum that gives purpose to their learning. All staff have high expectations for every child to succeed. We aim to provide our children with a variety of mathematical opportunities, which will enable them to become more fluent and be able to apply knowledge. We believe that it is important to encourage the children to be confident mathematicians who are not afraid to take risks. Throughout school, we aim to develop resilience that enables all children to reason and problem solve with increased confidence.

Mathematics at Audley, is carefully structured, fun and challenging. Teachers use the national curriculum alongside resources from organisations such as White Rose, NCETM and NRICH to help plan sequences of lessons. The subject overview outlines the sequence of units of work across a year within each class. Teachers plan for fluency, reasoning and problem solving; once children are fluent in a skill, they are actively moved on to work with reasoning and problem-solving tasks. Teachers, where necessary, will directly teach pupils how to reason and problem solve using the knowledge that they have acquired during fluency sessions.

As a school, we recognise the importance of modelling maths concepts. We use concrete manipulatives and pictorial representations, across all year groups, to support children in securing knowledge and understanding of newly taught concepts, this can include the use of Numicon, Dienes cubes, place value counters, number lines, tens frames and bar models. When the foundations are firmly laid, children can move to an abstract approach using numbers and symbols with confidence when they have a strong contextual understanding.

We deliver a broad and balanced mathematical curriculum including elements of number, calculation, fractions, geometry, measures and statistics. Unit plans support teachers to plan a sequence of progressive lessons, giving the children time to master new concepts. We focus not only on a range of methods but also focus on mathematical vocabulary to broaden and deepen understanding. Recognising the importance of number skills when accessing all of the mathematics curriculum, all children in years one to six have an additional arithmetic lesson each week – on top of their daily maths – where they consolidate, revisit and secure knowledge of both new and previously taught skills.

Developing reasoning remains one of our key focuses. Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience. Within lessons, children are actively taught a range of problems, encouraging them to become critical thinkers. Some of the types of problems include: word problems, logic problems, finding all possibilities, as well as problems involving rules, patterns or diagrams.

The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions. They know that it is okay to be ‘wrong’ and that this can strengthen their learning because the journey to finding an answer is most important. Children are able to persevere and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our maths books evidence work of a high standard of which children clearly take pride.

Related information

Mathematics National Curriculum


Mathematics: Long Term Plan


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