The Mathematics Curriculum at Thomas Harding Junior School 

Maths Intent

At Thomas Harding Junior School we recognise the importance of maths in everyday life and, as such, equip all children with the mathematical knowledge and skills they need to succeed. Our maths curriculum provides:​

The crucial foundation for understanding the world ​

The ability to reason mathematically​

An appreciation of the beauty and power of maths ​

A sense of enjoyment and curiosity about the subject.​

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Using the White Rose materials as a foundation, our Maths curriculum is designed to ensure that it is challenging and coherently sequenced to enable all children to succeed to a high standard. All maths content is carefully sequenced within the curriculum so that new knowledge and skills build on prior knowledge.  This then means that children know more, and remember more over time. Our Maths curriculum allows pupils to spend a greater amount of time building their number competency so that skills and knowledge are embedded in pupils' long-term memory. Our Maths curriculum has clear progression in the acquisition of fundamental skills such as fluency, reasoning and problem solving. Our children become fluent
in the fundamentals of mathematics through varied and frequent practice, which increases in complexity over time. We encourage them to reason mathematically by justifying or proving their answers, using mathematical language. They solve problems by applying their mathematical knowledge to a variety of abstract contexts. ​

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Maths is taught in a language rich environment, using a wide range of resources and practical activities that enable all pupils to explore concepts through a CPA (Concrete, Pictorial, Abstract) approach. We have a clear understanding of the value and importance of the CPA approach so that pupils experience maths in a variety of ways. ​

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Children find retention of mathematical concepts challenging and therefore a robust programme for embedding and revisiting knowledge and skills ensures learning as a change in the long term memory. This guarantees that when pupils leave Thomas Harding they will know more, remember more and understand more. We analyse the key skills we want all of our pupils to be secure in but know that for those who are
disadvantaged we need to build in a foundation of oracy, language acquisition, resilience and a growth mindset that enables pupils to believe that they can achieve. Self-regulation makes sure that there are non-negotiables in learning that are built into the maths curriculum. This allows our curriculum to maximise opportunities and that pupils take greater responsibility and pride for their own learning.

Maths Implementation

• Monitoring and baseline assessments shows that pupils enter the school with gaps in their fundamental and basic maths skills e.g. number bonds and times tables. Termly formative and and
summative assessments used to address misconceptions and set interventions.  ​

• Maths ‘rich’ classrooms in terms of language, modelled work and resources available for all pupils.​

• High quality maths talk e.g. ‘I say, you say, we say’ so that language is modelled and children are confident and accurate users of mathematical vocabulary.​

• Implementation of White Rose materials, which have been adapted and tailored to meet our pupils’ needs.​

• The White Rose scheme has an emphasis on number. Therefore, a large proportion of time is spent allowing greater reinforcement of these fundamental skills. Teachers can adapt this whilst
maintaining the ideal of depth.​

• Regular INSET, whole staff CPD and subject leadership CPD to develop subject knowledge and pedagogy for teachers and LSAs.​

• Pre-teaching which is aimed at our PP, SEND and EAL pupils to ensure that key vocabulary is taught before learning that uses that vocabulary. ​

• ‘Problem solving classrooms’ (link to growth mindset) and the revised maths problem solving strategies with targeted sentence stems to increase confidence in oracy.​

• Regular, targeted interventions to consolidate learning and address misconceptions.​

• Maths marking policy to ensure misconceptions are addressed, progression is rapid and methods are efficient.​

• Clear modelling of methods and concepts with use of 'my turn, our turn and your turn' are non-negotiable and this is evident in all classrooms. ​

• High expectations of all pupils. ​

• Focus on core number and calculation skills e.g. terrific times tables and number bonds.​

• Rich and varied resources used in lessons, including practical activities.​

• Lessons are scaffolded where appropirate and learning evident in classrooms.​

• Whole class teaching across the school has allowed for greater progress to be made, especially for PP and GDS groups.​

• Regular monitoring by subject lead and maths Governor.​

• Reports to LGB on the development of Maths and progress made.​

• Links to 'STEM’ allow cross curricular maths opportunities to be clearer, more evident and meaningful.​

• All pupils have MyMaths homework, which has advice and study skills tutorials to support learning at home and this can be easily differentiated to support all levels of learning. This is backed up with
Times Table Rockstars, which pupils can access freely in order to further develop their mathematical skills. ​

• Internal moderation exercises as well as moderation with other local schools and within the Trust. ​

• Continued work with Elmtree to ensure progression and consistency and to close any gaps in learning.​

• Work is being undertaken to ensure children achieve well in national times tables tests in Year 4, including the continued use of Times Table Rockstars to embed and secure multiplication facts.

Maths Impact

Children develop a deep and broad understanding of mathematical concepts across a wide range of topics, including number, geometry, statistics, and problem-solving. They are equipped with the skills to apply their mathematical knowledge confidently and accurately in a variety of contexts, both within and beyond the classroom.​

Pupils demonstrate increasing independence in selecting appropriate strategies, recognising patterns, and justifying their reasoning. They understand the importance of accuracy, efficiency, and perseverance, particularly when tackling multi-step problems or open-ended investigations.​

Mathematics is seen as a tool for understanding the world, and children are able to make meaningful connections between maths and other subjects, especially through cross-curricular opportunities such as STEM projects, enterprise activities, and real-life applications.​

Learning is embedded into long-term memory through regular retrieval practice, hands-on experiences, and opportunities to revisit and deepen understanding. Children articulate their enjoyment of maths and speak positively about lessons, enrichment opportunities, and the sense of achievement that comes from solving challenging problems.​

There is a noticeable increase in children’s resilience and willingness to take risks in their mathematical thinking. They are encouraged to embrace mistakes as part of the learning process and to reflect on their progress.​

Progression is tracked termly using Target Tracker, with the majority of children achieving age-related expectations and many exceeding them, working at greater depth. The impact of teaching and learning in maths is monitored through planning scrutiny, book looks, learning walks, and pupil voice interviews, ensuring high standards and consistency across the school.​