Mathematics
Intent
At Godolphin Primary School, our intent is to provide a high-quality mathematics curriculum that is ambitious, inclusive and coherent, enabling all pupils to develop deep, secure and connected mathematical understanding. In line with Ofsted’s expectations, our curriculum is carefully sequenced so that new learning builds on prior knowledge, allowing pupils to know more, remember more and do more over time.
Our mathematics curriculum is underpinned by our school values and curriculum drivers: Curious, Kind and Connected. Pupils are encouraged to be curious mathematicians who explore, question and investigate mathematical ideas. They learn in kind, inclusive classrooms where mistakes are valued, collaboration is encouraged and all contributions are respected. Through learning that is connected within mathematics, across the curriculum, and to real-life contexts, children develop understanding that is meaningful, memorable and purposeful.
We believe that every child is a mathematician. Our curriculum is guided by the principles of Teaching for Mastery, ensuring that all pupils, regardless of starting point, develop fluency, confidence and enjoyment in mathematics. We prioritise number and place value as the foundations for success, recognising that secure early understanding is essential for later mathematical achievement.
From Reception to Year 3, pupils participate in the NCETM Mastering Number programme to strengthen number sense, subitising, additive and multiplicative thinking. The programme is systematically assessed to identify misconceptions and gaps early, allowing teachers to respond swiftly with targeted teaching and intervention.
Our mathematics curriculum aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics through varied, frequent and purposeful practice.
- Reason mathematically by identifying patterns, making connections and using precise mathematical language.
- Solve problems confidently by applying their knowledge to a range of contexts, including unfamiliar and real-life situations.
Mathematics at Godolphin is meaningful and connected. Pupils are given opportunities to apply their learning across the curriculum and beyond the classroom, helping them to see the relevance and value of mathematics in everyday life.
Ultimately, our intent is that all pupils leave Godolphin Primary School with secure mathematical foundations, strong fluency and reasoning skills, and the confidence, curiosity and resilience to meet the challenges of the next stage of their education.
Implementation
Curriculum Design and Sequencing
At Godolphin Primary School, mathematics is taught daily for Years 1–6 using the White Rose Maths schemes of learning, carefully adapted to meet the needs of all pupils. Our curriculum follows a thoughtfully sequenced, small-steps progression that aligns with the National Curriculum and reflects Ofsted’s emphasis on coherence, progression and depth over pace. Lessons are designed to spark curiosity, encourage collaboration and help pupils make connections across concepts, reflecting our curriculum drivers: Curious, Kind, and Connected.
Teaching is underpinned by a mastery approach, where pupils learn together wherever possible, with timely support and challenge to meet individual needs. High-quality resources, including NRICH, are used to consolidate learning, promote reasoning and problem solving, and connect mathematical concepts to real-life contexts.
Teaching for Mastery and the CPA Approach
Our mathematics lessons are structured using the Concrete–Pictorial–Abstract (CPA) approach, as promoted by the NCETM:
- Concrete: pupils explore concepts using physical manipulatives.
- Pictorial: visual representations, such as bar models, diagrams, and images, support understanding.
- Abstract: pupils develop confidence in using symbols and formal methods.
Manipulatives are used purposefully and progressively from EYFS to Year 6, helping pupils build strong mental models, make connections between representations, and develop confidence in mathematical thinking.
Fluency, Reasoning, and Problem Solving
Fluency is prioritised across all year groups, with lessons designed to develop procedural and conceptual understanding through:
- Regular arithmetic and recall practice
- Retrieval questions revisiting prior learning
- Opportunities to explore variation in problems and methods
Pupils are explicitly taught mathematical vocabulary and encouraged to explain, justify, and connect their thinking using full sentences, fostering understanding, reasoning, and a sense of ownership of their learning.
EYFS: Mastering Number
In EYFS, mathematics is guided solely by the NCETM Mastering Number programme. Daily learning is practical, exploratory, and embedded within continuous provision, enabling children to be curious, collaborative and make meaningful connections.
Activities are carefully planned to revisit key number concepts, support subitising, pattern recognition, and comparison, and address gaps identified through ongoing assessment. This ensures children build strong foundations in number sense, composition, and early calculation, while developing confidence, curiosity, and the ability to learn from and with others.
Years 1–3: Mastering Number and White Rose
In Years 1–3, mathematics is taught using both the Mastering Number programme and the White Rose scheme. This dual approach develops secure number sense and arithmetic fluency while introducing broader mathematical concepts in a carefully sequenced progression. Pupils consolidate key facts, practise calculation skills daily, and build confidence in applying their learning across a range of contexts.
Emphasis on Times Tables (Years 3–4)
In Years 3 and 4, times tables are a key focus, as secure recall of multiplication and division facts underpins success in more complex calculations. Pupils engage in daily practice, apply facts in reasoning and problem-solving contexts, and develop strategies to choose efficient calculation methods. Mastery of times tables provides a strong foundation for Upper Key Stage 2 arithmetic, fractions and other curriculum areas.
Years 4–6: White Rose Scheme
From Year 4 onwards, mathematics is taught using the White Rose scheme, with a strong focus on arithmetic fluency, reasoning, and problem solving. Pupils continue to consolidate key number facts, including times tables and related division facts, while applying their learning to more complex calculations, fractions, decimals, percentages, and real-life problem-solving contexts.
Upper Key Stage 2: Fluency and Arithmetic
To prepare pupils for statutory assessments and secondary education, Upper Key Stage 2 lessons include:
- Daily or regular focused arithmetic practice
- Explicit teaching and rehearsal of written and mental calculation strategies
- Opportunities to choose and compare efficient methods
- Ongoing retrieval of key number facts
In all year groups, resources such as Times Table Rock Stars, Numbots, One Minute Maths, Maths Whizz, along with structured arithmetic sessions, complement high-quality teaching to develop confident, connected thinkers.
Assessment and Intervention
Assessment is integral to teaching and learning. Teachers use:
- Ongoing formative assessment during lessons
- Mastering Number assessment tools in EYFS and Years 1–3
- End-of-term summative assessments
Assessment information informs planning, supports targeted intervention, and ensures that teaching is adapted to meet pupils’ needs, closing gaps and consolidating understanding.
Through consistent, high-quality teaching, a mastery approach, and a clear focus on fluency, reasoning, and connected thinking, Godolphin Primary School ensures that pupils develop the mathematical knowledge, skills and confidence to succeed both academically and in life.
Calculation Policy Subtraction
Calculation Policy Multiplication