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At Academy 360, we aim to provide a curriculum which caters for the needs of all individuals. We recognise that Mathematics is essential to everyday life, and that it is essential that the children have a good mathematical skill to build on throughout their school life. In Key Stage 2 we aim to build upon the skills taught in key stage 1. At Academy 360, Mathematics teaches children how to make sense of the world around them through developing their ability to use number, calculate, reason and solve problems. It helps children to understand relationships and patterns in both number and space in their everyday lives. The mathematics curriculum should be bold, provide breadth and balance and be relevant and differentiated to suit the needs of all children in the modern world. It should be flexible, motivating all pupils, thus encouraging success at all levels.

Intent

The intent when teaching mathematics in key stage 1, is to provide the children with solid foundations within mathematics so that they are confident when completing maths questions. Ensuring that they have rapid recall and the ability to apply this in different situations. We aim that the children have a depth of understanding, moving learning on and progressing when children are secure and have a good understanding of a subject. Using the mastery approach encourages children to be able to answer a range of problems and encourages the children to explain why, explaining their reasoning. Promoting mathematical language and the ability to talk and explain their methods and strategies using concrete, pictorial or abstract to support their learning.

Throughout EYFS and KS1 we encourage frequent and varied practice to support the children’s fluency in the fundamentals of mathematics, building on knowledge from previous learning.

When teaching mathematics in key stage 2, is to provide a curriculum which builds on previous knowledge and that is inclusive and it promotes solving problems, builds self-confidence and resilience in pupils. We recognise that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

We aim to continue to provide a high-quality mathematics education with a mastery approach so that all children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value, developing effective written methods and being able to use mathematical language to explain their reasons.

We aim to develop independence as learners, who are resilient and confident to overcome challenges, accepting that finding something difficult is a step-in learning.

Implementation

In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Early Learning Goals (ELG), as set out in the EYFS profile document. We use White Rose materials to help us plan maths lessons using a mastery approach. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. The profile for Mathematics areas of learning are Number (ELG 11) and shape, space and measures (ELG 12). In EYFS we continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum.

There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum.

Implementation of the Mathematics Curriculum Foundation Stage Organisation:

• Our Foundation Stage teachers use the Early Years Foundation Stage Curriculum to support their teaching of Mathematics in the Foundation Stage.
• The children have the opportunity to talk and communicate in a widening range of situations and to practise and extend their range of vocabulary and mathematical skills in all areas.
• The children explore, enjoy, learn about, and use Mathematics in a range of personalised situations.
• Mathematics is planned on a weekly basis and assessed using the criteria from the Early Learning Goals.

Primary

Primary Mathematics Overview

At Academy 360, we are dedicated to developing confident, resilient and tenacious mathematicians who possess the knowledge and skills necessary to access and understand the world around them. Our primary goal is to foster an environment where children are able to make authentic connections between the mathematics they learn in the classroom and its real-world applications.

Intent

Our intent is to provide an ambitious, coherently sequenced curriculum that ensures a smooth and effective transition for all pupils from the Early Years Foundation Stage (EYFS) through to Year 6. We aim to integrate core mathematical learning with the promotion of fundamental British Values — democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs — preparing pupils to be active, responsible citizens.

We aim to:

Cultivate a deep, secure and connected understanding of mathematical concepts
Equip pupils with the fluency, reasoning and problem-solving skills they need to thrive
Instil a growth mindset where challenges are embraced and mistakes are seen as learning opportunities
Ensure every child leaves primary school with a solid mathematical foundation that prepares them for secondary education and beyond

Implementation

We implement a consistent approach to teaching and learning mathematics across all year groups, utilising research-based strategies to secure deep understanding:

Concrete, Pictorial, Abstract (CPA) Model: We embed the CPA model in all lessons, providing children with tangible experiences using manipulatives (concrete), transitioning to visual representations (pictorial), and finally moving to abstract symbols and standard algorithms. This mastery approach ensures a robust understanding of underlying concepts before moving on to abstract methods.

Consistency and Progression: Our curriculum is carefully planned and sequenced to build upon prior learning year-on-year, ensuring clear progression and a shared language and set of strategies used by all staff.

Mathematical Talk and Oracy: We prioritizs the development of mathematical vocabulary and oracy. We leverage the Skills Builder Partnership universal framework to enhance communication skills and incorporate strategies from Voice 21 to develop confident mathematical talkers who can articulate their reasoning clearly.

Our PedTech strategy uses iPads and digital platforms to enhance access to learning. Technology is used thoughtfully to provide interactive experiences, immediate feedback and tailored practice, helping to secure and deepen understanding for all pupils.

Educake is used to set curriculum-aligned homework that reinforces classroom learning and provides instant feedback.
Times Table Rock Stars supports the rapid recall of multiplication and division facts, strengthening fluency across the curriculum.
Learning by Questions is used within lessons to provide real-time assessment, enabling teachers to quickly identify misconceptions and adapt teaching accordingly.

How We Support Children with SEND in Mathematics

Our commitment to inclusion ensures that all children, including those with Special Educational Needs and Disabilities (SEND), access the same ambitious curriculum and core learning objectives as their peers; we provide access, not alternative content.

While the learning destination is consistent for everyone, the journey is highly personalised. Support is carefully tailored to individual needs through targeted scaffolding, adult assistance and the strategic use of manipulatives and technology to bridge gaps and remove barriers. We prioritise the early identification of needs and deploy immediate interventions. Teachers also use adaptive teaching methods within the classroom to adjust support or challenge in real time, ensuring every child can succeed and thrive in mathematics.

How We Support Disadvantaged Pupils in Mathematics

We ensure disadvantaged pupils are supported to achieve highly in mathematics through a range of carefully considered strategies.

Early Identification: Progress is monitored closely to identify gaps early and provide timely intervention
Targeted Support: Additional adult support, scaffolding and manipulatives are used to remove barriers
Technology Access: iPads and digital tools provide personalised practice and feedback
Adaptive Teaching: Teachers dynamically adjust support and challenge during lessons to meet individual needs
Cultural Capital: Real-world contexts and enrichment activities ensure pupils see the relevance of mathematics in everyday life
Positive Relationships: We build trust and confidence, ensuring pupils feel valued and capable

How Mathematics Relates to Skills Builder

Our maths curriculum naturally develops the Skills Builder skills by embedding them in learning activities:

By integrating these skills, pupils not only become confident mathematicians but also develop the abilities needed to succeed across subjects and in everyday life.

Listening & Speaking: Articulating reasoning and listening to peers.
Problem Solving & Creativity: Exploring solutions in real-world contexts.
Planning & Adapting: Organising thinking and adjusting strategies when needed.
Leadership & Teamwork: Collaborative problem-solving and peer support.

Impact

The impact of our mathematics curriculum is evident in several ways:

Pupil Outcomes: Success is measured through the attainment of age-related expectations, strong progress over time and performance in formal assessments, with all groups supported to achieve highly.
Confident Learners: Pupils demonstrate confidence, resilience and a positive attitude towards mathematics, approaching challenges with perseverance and a willingness to learn from mistakes.
Real-World Application: Children are able to discuss their learning using accurate mathematical language and apply their skills across a range of real-life contexts, enabling them to better understand and access the world around them and make authentic connections between mathematics and everyday life.
Readiness for the Next Stage: Pupils transition successfully to secondary school as capable, well-rounded mathematicians with secure foundations, prepared to meet the demands of further education and equipped with the skills and confidence needed to succeed later in life.