The intent of our mathematics curriculum is to ensure that every child enjoys mathematics and becomes enthusiastic about developing their skills, knowledge and understanding through practical experiences that have relevance and purpose in everyday situations. It is important that children develop the skills of numeracy to become lifelong learners, so that they can make connections in order to develop their fluency, reasoning and problem solving skills. They should be able to apply these skills in different situations across the curriculum and in their daily lives outside of school.



Teachers use assessment as an integral part of the teaching and learning process and link it clearly to the children’s next steps. Daily arithmetic practice is self-marked and reviewed by the class teacher to provide a gap analysis and inform future planning. Effective feedback marking (either written or verbal) with actionable ‘next steps’ and ‘modelling’, where appropriate, ensure that children know exactly what they need to do next to make progress. Whiteboards are used frequently to formatively assess pupils' understanding of mathematical concepts during inputs, mini-plenaries and plenaries. NFER summative assessment and previous SATs papers are used three times a year to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan any additional support that they need.