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Mathematics – Curriculum Intent Statement

Purpose of the Subject

Through mathematics, we aim to develop confident, curious and resilient learners who can think logically, solve problems and make sense of the world around them. We want pupils to see themselves as mathematicians: capable, creative and able to reason with increasing precision.

Our maths curriculum reflects the diverse nature of our school community, ensuring every child feels represented, supported and challenged. We cultivate enjoyment and relevance through rich tasks, purposeful contexts and structured mathematical talk, ensuring pupils can articulate their thinking using accurate vocabulary and representations. Teaching follows Nova’s daily learning DNA—Direct Instruction → Independent Practice → Assessment → Feedback—so that conceptual understanding (the why) grows alongside procedural skill (the how) through consistent use of CPA (Concrete–Pictorial–Abstract) representation.

Alignment with the National Curriculum

In line with the National Curriculum, we teach children to:

• Become fluent in the fundamentals of mathematics through varied and frequent practice that builds accuracy, efficiency and flexibility.
• Reason mathematically by following lines of enquiry, making conjectures and justifying conclusions using clear language and representations.
• Solve problems by applying mathematics in a range of contexts, breaking problems down, persevering and evaluating strategies.
• Develop secure conceptual understanding alongside procedural fluency, making connections across concepts and representations.
• Communicate mathematical thinking clearly using appropriate vocabulary, structures and diagrams.

Curriculum Coverage

Our maths curriculum provides:

• Mirrors – opportunities for children to see their identities, experiences and ways of thinking reflected in mathematical contexts and problem‑solving.
• Windows – opportunities to explore mathematics from different cultures, histories and global perspectives.

Units are carefully sequenced to build deep understanding with fluency, reasoning and problem solving woven throughout.

Consistent models (e.g., arrays, bar models, number lines, part–whole) are used across the school to expose underlying structure. Digital tools (e.g., Showbie for retrieval/feedback; Magma-style adaptive practice; Times Tables Rock Stars for fact fluency) extend practice, capture reasoning and provide immediate feedback.

Curriculum Progression

Our mathematics curriculum is built around four interrelated strands of knowledge:

1. Procedural Knowledge (Fluency Skills)

Procedural knowledge represents the skills children need to calculate efficiently and accurately. These skills are mapped in a vertically integrated progression from EYFS to Year 6. Children develop fluency in number facts, calculation strategies, measurement, geometry and statistics. SOLO taxonomy supports this progression, enabling pupils to move from basic recall to flexible, independent application.

2. Disciplinary Knowledge (The “Big Ideas” of Mathematics)

Disciplinary knowledge represents the conceptual frameworks that underpin mathematical thinking. These include:

• Number Sense – relationships between numbers; magnitude and equivalence.
• Structure – patterns and connections made explicit through consistent representation.
• Variation – understanding what changes and what remains constant across examples.
• Representation – selecting and shifting between concrete, pictorial, abstract to deeper understanding.
• Reasoning – explaining, justifying and proving; using sentence stems (e.g., “I know this because …”).
• Problem Solving – applying knowledge creatively and strategically; comparing methods and evaluating efficiency. These disciplinary practices are planned alongside substantive content to ensure alignment in every lesson and unit.

These concepts are taught, revisited and applied in every year group, helping children understand how mathematical ideas are connected and constructed.

3. Substantive Knowledge (The Content We Teach)

Substantive knowledge represents the specific mathematical content children learn—such as place value, addition and subtraction, multiplication and division, fractions, geometry, measurement and statistics. This knowledge is presented as clear learning outcomes that detail what pupils should know and remember. Content is chosen to ensure coherence, depth and progression.

4. Substantive Concepts

Substantive concepts are recurring ideas that appear across the maths curriculum, such as equivalence, magnitude, pattern, relationship, operation, representation and proof. These concepts are explored in different contexts across year groups, helping children build familiarity, confidence and deeper mathematical understanding.

Repetition and Retrieval

The curriculum is built on high levels of structured repetition and spaced retrieval so children remember more and can do more as they progress:

• Daily retrieval (e.g., Showbie quizzes, fluent in 5, mixed review) strengthens declarative knowledge and frees working memory.
• Interleaving and variation connect new ideas to prior learning and deepen understanding.
• Reasoning prompts and “explain/convince” tasks are embedded within fluency so that fluency and reasoning develop together.
• Teaching follows Nova’s ILP DNA—Direct Instruction → Independent Practice → Assessment → Feedback—with CPA used flexibly (pupils may return to concrete/pictorial at any point for reinforcement or intervention).
• Adaptive digital practice (e.g., Magma-style activities; TTRS) provides low-stakes, responsive reinforcement and informs next steps.

Assessment

Assessment focuses on pupils’ ability to apply knowledge, reason and solve problems, and it operates within a continuous Assess → Analyse → Act → Adapt loop:

Assess:

• Daily formative checks (retrieval, hinge questions, “spot the error”) and Showbie quizzes for live feedback.
• End-of-unit checks and termly summative assessments aligned to ready-to-progress criteria.

Analyse:

• Question-Level Analysis (QLA) to pinpoint conceptual and procedural gaps.
• Prioritisation of high-leverage gaps that unlock wider curriculum access.

Act:

• Same-day, targeted interventions and pre-teaching using manipulatives, structured language and precise modelling.
• Digital reinforcement for spaced retrieval and practice.

Adapt:

• Adjust medium-term planning to revisit fragile knowledge and integrate retrieval into starters and mixed review.
• Capture and review impact through digital evidence and pupil work samples.

Evidence is gathered through reasoning and problem-solving tasks, discussions and explanations, and representations (including digital annotation). Assessments explicitly probe both substantive outcomes (facts, concepts, procedures) and disciplinary outcomes (reasoning quality, representation choices, strategy selection, precision of language), ensuring the two remain tightly aligned.