Intent

At The Grange Academy, the intent of our mathematics curriculum is to develop confident, resilient, and reflective learners who are fluent in the fundamentals of mathematics, able to reason effectively, and solve problems with creativity and perseverance. Mathematics is embedded into our Learning for Life vision, equipping pupils with essential skills for understanding and interpreting the world around them.

We aim for our pupils to:

• Develop a deep and secure understanding of numbers, patterns, and shapes, enabling them to make sense of real-world contexts and situations.
• Build confidence in reasoning and problem-solving by exploring multiple strategies, making connections, and evaluating their approaches to challenges.
• Approach mathematics with curiosity and delight, recognising the beauty of patterns, logical thinking, and the joy of discovering unexpected solutions or connections.

Our curriculum helps pupils develop the skills to handle and interpret data, preparing them to thrive in an increasingly digital and information-driven world. Pupils are encouraged to think critically, communicate their reasoning, and explain ideas using symbols, diagrams, and spoken and written language.

Through high-quality teaching, we ensure pupils become resilient and adaptable thinkers who approach problems with confidence and determination, fostering a growth mindset. We seek to inspire all children to view mathematics as an accessible, practical, and powerful tool that underpins their success as lifelong learners.

By embedding these skills and values, we aim to prepare pupils for future mathematical learning, enabling them to thrive academically and apply their knowledge confidently to everyday life, future studies, and beyond.

Implementation

At The Grange Academy, mathematics is delivered through a carefully sequenced, progressive curriculum designed to ensure all pupils develop fluency, reasoning, and problem-solving skills. We follow the White Rose Maths framework, which provides a structured, spiral curriculum that revisits key areas of learning each year to build depth and confidence.

Daily Structure and Fluency

• Pupils receive a daily one-hour discrete mathematics lesson where new concepts are introduced, explored, and consolidated.
• In addition, pupils take part in 20-minute fluency sessions at least three times a week, focusing on mental arithmetic, recall of number facts, and application of strategies.
• Mathematical skills are also applied across the wider curriculum, promoting real-world relevance and connections to other subjects.

White Rose Maths Framework

Our teaching is structured around White Rose Maths Schemes of Learning, which break the curriculum into sequential ‘Blocks’ of learning. Each block is further broken into ‘Small Steps’, ensuring incremental progression toward curriculum outcomes. Teachers use professional judgment to pace lessons according to the needs of their cohort.

Each Small Step includes:

• ‘Notes and Guidance’: Supporting pitch and expectation by linking learning to prior and future years.
• ‘Mathematical Talk’: Providing prompts for questioning and deepening children’s understanding.
• ‘Varied Fluency’: Ensuring concepts are explored in multiple representations.
• ‘Reasoning and Problem-Solving’: Enabling pupils to apply their knowledge in new and varied contexts.

Concrete-Pictorial-Abstract Approach (CPA)

To develop conceptual understanding, teachers use the Concrete-Pictorial-Abstract approach:

1. Concrete: Hands-on activities using real objects and manipulatives (e.g., counters, base-ten blocks).
2. Pictorial: Visual representations such as diagrams or bar models to reinforce understanding.
3. Abstract: Using formal written methods and mathematical notation.

Manipulatives are available in every lesson to scaffold learning, ensuring every pupil has the tools to succeed. Teachers model concepts explicitly, encouraging pupils to move between CPA stages as appropriate.

Adaptive Teaching and Support

• Pupils are challenged within their zone of proximal development. Those struggling with concepts receive Wave 2 or Wave 3 interventions as needed, including small-group support or additional scaffolding.
• Pupils working above expectations are provided with opportunities to deepen their understanding through reasoning, problem-solving, and investigative challenges.
• High-attaining pupils are further engaged through participation in extra-curricular competitions and enrichment activities.

Assessment and Feedback

Assessment is integral to our teaching, ensuring that learning is secure and misconceptions are promptly addressed:

• Formative Assessment: Teachers use low-stakes retrieval strategies, such as White Rose’s ‘Flashback 4’, to reinforce prior knowledge and ensure retention.
• Summative Assessment: Pupils complete end-of-unit summaries and termly assessments (NFER, or mock SATs tests in Year 6) to track progress.
• Immediate feedback within lessons enables pupils to celebrate successes, address next steps, and make progress. Teachers provide written feedback in exercise books, addressing misconceptions and offering challenge where appropriate.

By delivering high-quality teaching grounded in structure, support, and challenge, we aim to develop confident, resilient mathematicians who can apply their skills with independence and joy.

Impact

At The Grange Academy, the impact of our mathematics curriculum is evident in the outcomes for our pupils, as they leave us as confident, resilient, and reflective mathematicians. Through consistent, high-quality teaching and carefully planned opportunities for reasoning, fluency, and problem-solving, our pupils develop the skills they need to apply mathematics in their everyday lives and future learning.

By the end of Key Stage 2, the impact of our mathematics curriculum is demonstrated as pupils:

• Achieve fluency in core mathematical concepts and number facts, enabling them to approach calculations and problem-solving efficiently and accurately.
• Apply reasoning and problem-solving strategies to tackle a range of mathematical challenges, demonstrating perseverance, critical thinking, and creativity in their approach.
• Communicate their thinking clearly and effectively using mathematical vocabulary, symbols, diagrams, and written explanations.
• Make connections across areas of mathematics, recognising patterns and relationships that deepen their understanding and enjoyment of the subject.
• Develop resilience and confidence, approaching mathematics with a positive mindset and recognising the importance of learning from mistakes as part of their journey to mastery.

The success of our curriculum is measured through:

• Progress and attainment data: Pupils are assessed formatively during lessons and summatively using tools such as NFER and mock SATs assessments. Data analysis ensures all children, including disadvantaged and SEND pupils, make progress toward age-related expectations.
• Pupil voice: Pupils talk enthusiastically about their learning and demonstrate a genuine enjoyment of mathematics. They can explain their reasoning and articulate their strategies with increasing independence.
• Work outcomes: Pupils’ work shows progression across the year groups, with evidence of fluency, reasoning, and problem-solving tasks that challenge their thinking.
• Teacher confidence: Staff consistently deliver high-quality mathematics lessons, supported by professional development and the White Rose Maths framework.

As a result of our curriculum, pupils leave The Grange Academy equipped with strong foundational mathematical knowledge and skills. They are ready for the challenges of Key Stage 3 and have the confidence to see mathematics as a powerful tool for understanding and interpreting the world around them. Most importantly, they approach mathematics with curiosity, resilience, and enthusiasm, ready to embrace learning as part of their Learning for Life journey.