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Intent

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At The Grange, the mathematics curriculum is ambitious and inclusive, designed to ensure all pupils become confident, fluent and resilient mathematicians.

The curriculum aims to:

• Secure strong number sense and mathematical fluency

• Develop reasoning, problem-solving and logical thinking

• Enable pupils to make connections across mathematical concepts

• Foster confidence, curiosity and a willingness to take risks

Mathematics is taught as a powerful tool for understanding the world and solving real-life problems. High expectations for effort, resilience and presentation are reinforced through The Grange Way.

 

Implementation

Mathematics is taught daily through structured, well-sequenced lessons that build knowledge cumulatively.

• Lessons follow a clear progression from fluency → reasoning → problem solving

• Prior learning is revisited regularly to secure retention and build confidence

• Teachers model thinking explicitly and encourage pupils to explain and justify their reasoning using accurate mathematical vocabulary

• A Concrete–Pictorial–Abstract (CPA) approach supports deep conceptual understanding

 

Early Years
Mathematics is taught through continuous provision and focused adult-led sessions. Pupils develop early number, counting and mathematical language in practical, meaningful contexts aligned to the Early Learning Goals.

 

Key Stage 1
Pupils follow a mastery-based approach using Primary Stars, aligned to the White Rose Maths sequence. Teaching emphasises representation, structure and reasoning.

 

Key Stage 2
Pupils build fluency and depth using Target Your Maths Plus Mastery, organised into clearly sequenced domains. Frequent opportunities are provided to consolidate learning and apply skills in varied contexts.

Across the school, NRICH and NCETM resources support rich problem-solving and mathematical enquiry.

 

Cross-Curricular Links (Mathematics)

Mathematics at The Grange is purposefully applied across the wider curriculum, enabling pupils to deepen understanding, secure retention and recognise the relevance of mathematics in real-world contexts.

• Science – Pupils apply mathematics through measuring, data collection, tables, charts and graphs. They calculate averages, interpret results and use numerical evidence to support conclusions in investigations.

• Geography – Mathematics is applied through map work, scale, coordinates, distance, data handling and statistical comparison. Pupils interpret geographical data and draw reasoned conclusions.

• History – Pupils use timelines, chronology, calculation of time periods and data interpretation to support historical understanding.

• Design Technology and Art – Pupils apply measurement, proportion, angles, symmetry and scaling when designing, constructing and evaluating products.

• Physical Education – Pupils use timing, scoring, distance and data analysis to evaluate performance and track improvement.

• Computing – Mathematical thinking supports coding, algorithms, logical reasoning and data representation.

 

Across all subjects, pupils are expected to use accurate mathematical vocabulary, explain reasoning clearly and select appropriate representations. These planned opportunities ensure mathematics is embedded, meaningful and transferable, while core mathematical knowledge remains explicitly taught and protected.

 

Impact

The impact of the mathematics curriculum is seen in pupils who:

• Recall key facts and procedures accurately and efficiently

• Explain their reasoning clearly using mathematical language

• Apply mathematics flexibly across contexts and subjects

• Approach challenge with confidence and perseverance

Pupils achieve well from their starting points and demonstrate positive attitudes towards mathematics. Work in books shows strong coverage of fluency, reasoning and problem solving, with pupils taking pride in presentation.

 

Behaviour and Attitudes (Mathematics)

Pupils engage positively in mathematics lessons, demonstrating resilience, collaboration and a willingness to learn from mistakes. Classrooms promote discussion, enquiry and shared problem solving, enabling pupils to feel confident to ‘have a go’.

 

Personal Development (Mathematics)

Mathematics supports pupils’ personal development by building:

• Independence and confidence

• Perseverance and resilience

• Collaboration and respectful discussion

Pupils understand that mistakes are a valuable part of learning.

 

Leadership and Management (Mathematics)

Leaders ensure mathematics is well-sequenced, consistently delivered and effectively monitored. Teachers are supported with clear curriculum guidance, high-quality resources and professional development. Assessment and intervention are used purposefully to secure progress for all pupils.

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