Maths

Context and Rationale:

Our maths curriculum is deliberately aligned to the current evidence on what secures learning over time.

• Ofsted’s mathematics research review and subject report emphasise coherent sequencing that builds secure component knowledge, precise use of assessment to diagnose and address misconceptions, and high‑quality instruction that enables all pupils to progress—principles we adopt throughout our planning and teaching.
• NCETM’s Five Big Ideas (Coherence, Representation & Structure, Mathematical Thinking, Fluency, Variation) frame lesson design and professional learning, ensuring pupils meet consistent representations and language as concepts deepen.
• EEF guidance highlights purposeful use of manipulatives and representations, assessment that builds on prior knowledge, structured problem solving, and targeted interventions—all reflected in our approach.
• In KS1–2, we prioritise the DfE Ready to Progress (RTP) criteria to focus teaching on the “big rocks” that unlock later learning and provide a coherent progression year‑on‑year. We also integrate insights from cognitive science—notably retrieval practice, spacing and worked examples—applying them in classrooms in line with the EEF’s guidance.
• Day‑to‑day instruction is further underpinned by Rosenshine’s Principles (teaching in small steps, checking for understanding, modelling/scaffolding, and aiming for more than 80% success), which we operationalise through lesson routines and AfL.

Our use of White Rose Maths (WRM) as the curriculum spine is therefore intentional: its small‑step coherence, embedded CPA, and assessment resources—and recent v3 refinements that strengthen revisit/retrieval and alignment—map closely to this evidence base.

1) Intent

Our ambition is that every child becomes a fluent, confident mathematician who can think, reason and solve problems with understanding. We aim for depth before breadth, building secure conceptual knowledge that supports long‑term retention and transfer to new contexts.

We will achieve this by:

• Delivering a well-sequenced, small‑step curriculum that supports whole‑class progression and closes gaps early.
• Using representations and manipulatives (CPA) to reveal structure and address misconceptions.
• Balancing fluency, reasoning and problem solving within each unit and lesson.
• Prioritising the DfE Ready to Progress (RTP) criteria to target the most powerful knowledge across KS1–2.
• Embedding retrieval, spacing and worked examples to reduce cognitive load and improve retention.
• Using assessment responsively—to inform teaching, not just track—so all pupils keep up and very few need to catch up.

We use White Rose Maths (WRM) as our core curriculum spine because it operationalises these evidence-informed principles in a teacher‑friendly, coherent programme.

2) Why White Rose Maths (WRM)?

What WRM provides

• Coherent, mastery‑built small steps that emphasise number first and depth for the whole class.
• CPA representations with explicit misconceptions, key questions and mathematical talk in each step.
• Embedded fluency–reasoning–problem solving balance with worked examples and prompts.
• Assessment to inform teaching: end of block and term assessments with mark schemes and trackers.
• Alignment to the National Curriculum and DfE RTP criteria with published mapping.
• Version 3 updates: increased coherence, explicit revisit of prior content, and closer RTP alignment.

How WRM aligns with current evidence

• Teaching for Mastery / Coherence: Well‑sequenced, connected knowledge; NCETM’s Five Big Ideas
  → WRM small steps, consistent models, whole‑class progression.
• Manipulatives & representations (CPA): Use to expose structure and tackle misconceptions
  → CPA is embedded; notes flag common errors and link concrete–pictorial–abstract.
• Assessment to build on prior knowledge: Use formatively to identify gaps and give specific feedback
  → End of block/term assessments + AfL prompts at step level for responsive teaching.
• Ready to Progress (RTP) focus: Prioritise core concepts unlocking later learning
  → WRM maps small steps to RTP strands.
• Fluency with understanding: Secure declarative/procedural knowledge tied to concepts and deliberate practice
  → Fluency tasks + intelligent variation + reasoning in every block.
• Cognitive science routines: Retrieval, spacing, worked examples, managing load
  → WRM v3 adds revisit opportunities; small‑step modelling reduces overload.
• High‑quality instruction (Rosenshine): Small steps, checking for understanding, more than 80% success, modelling/scaffolds, review
  → WRM structure operationalises these routines lesson-by-lesson.

3) Implementation

3.1 Curriculum to Classroom: Mechanisms for Progress Over Time

a) Strong sequencing and progression

• Topic blocks and small steps foreground prerequisites and connections, reducing cognitive load.
• Prior learning is revisited explicitly within and between units.

b) Deep understanding through representation

• CPA used purposefully (ten frames, number lines, base ten, part–part–whole, bar model).
• Language names the structure (e.g., “one ten and some more”) to secure schema.

c) Retrieval and spacing, built in

• Version 3 materials include revisit prompts and interleaved practice.
• Planned spaced retrieval in starters/homework/end‑of‑term papers.

d) Responsive assessment

• End of block/term checks + in‑step AfL identify misconceptions quickly.
• Data is used diagnostically to reteach using different representations.

e) Focus on the “big rocks” (core, foundational concepts—the essential knowledge that must be deeply understood before moving on to less critical, peripheral topics. This approach is rooted in the mastery learning philosophy, where depth of understanding takes precedence over covering content quickly.)

• Planning is ready to progress‑led, to prioritise the most powerful knowledge for progression.
• Supports intervention, and gap closure.

3.2 Lesson Design (Typical Flow)

1. Quick retrieval: last lesson/last week/last term (mini whiteboards; true/false; odd one out etc). Target >80% success—reteach immediately if needed.
2. Teach new content in small steps with explicit modelling and CPA; shift gradually to pictorial/abstract.
3. Intelligent variation: change one element at a time; include non‑examples to clarify boundaries.
4. Check for understanding of all pupils: cold call, mini‑whiteboards, hinge questions.
5. Fluency–reasoning–problem solving balance within the step; surface misconceptions early via reasoning prompts.
6. Independent practice with scaffolded → faded support.
7. Brief review to inform the next lesson.

3.3 Inclusion & Support for Struggling Learners

• Scaffolding via tiny steps, worked examples, stem sentences; maintain high expectations with adapted routes to success.
• Manipulatives beyond KS1 where instructionally useful—to expose and represent structures, not as props to solve.
• Consistent calculation policy and shared models across the school to reduce cognitive load during transitions.
• Keep‑up interventions planned against RTP priorities; short, targeted, representation‑rich.

3.4 Planning & Resources

• Medium‑term: Follow WRM blocks, referencing RTP mapping; identify prerequisite knowledge and key representations.
• Short‑term: Select step objectives, stem sentences, worked examples, and variation sets; pre‑plan hinge questions.
• Manipulative audit each term: ten frames, number lines, base ten, part–part–whole, bar models—availability and use.
• Vocabulary and talk: embed precise mathematical language, full‑sentence reasoning, and structured partner talk.

3.5 Assessment & Feedback

• In‑lesson AfL: mini whiteboards, hinge questions, cold call, exit tickets.
• End of block: diagnose misconceptions; group and reteach with different representations.
• End of term: Paper A/B to support spaced retrieval; use trackers to identify class/year‑group patterns.
• Feedback: immediate verbal feedback; on‑the‑day whole‑class mark sheets; reteach if <80% secure.
• Pupil conferencing: short, focused, representation‑based corrective feedback.

3.6 EYFS

• Strong focus on number, comparison, composition and subitising; purposeful use of Numberblocks and WRM Reception small steps.
• Daily manipulative‑rich learning and precise number talk; link continuous provision to current small steps.

3.7 Mixed‑Age Classes (where applicable)

• Map common RTP priorities; pre‑teach/reteach pre‑requisites.
• Use flexible groups for specific misconceptions; keep whole‑class explanations coherent with tailored scaffolds.

3.8 Staff Development (CPD)

• NCETM Five Big Ideas → WRM small steps: how chosen representations expose structure; designing variation sets.
• Work sampling against representation use and small‑step coherence.
• Moderation: compare pupil responses to reasoning prompts and worked examples across classes.

3.9 Home Learning & Family Engagement

• Short, retrieval‑oriented practice aligned to current/previous steps.
• Guides for families on representations (e.g., how a bar model supports problem solving).

4) Impact & Monitoring

What success looks like

• Pupils show secure component knowledge that transfers to composite tasks.
• Work demonstrates fluency with understanding, accurate use of representations, and growing independence in reasoning.
• Fewer pupils require long‑term catch‑up; keep‑up is timely and effective.
• Attainment rises steadily; gaps close for disadvantaged/SEND pupils.

How we know

• Pupil outcomes: end of block/term assessments; trackers for class/year trends; RTP‑aligned checks.
• In‑year progress: retrieval performance and exit tickets; observation of reduced scaffolds over time.
• Lesson visits: look‑fors include small‑step modelling, CPA use, hinge questions, and ~80% success before moving on.
• Work scrutiny: evidence of intelligent variation, reasoning prompts, and corrected misconceptions.
• Pupil voice: pupils articulate the structure (e.g., “one ten and some more,” “I used a bar model because…”) and show metacognitive awareness.
• Review cycles: termly maths reviews draw on assessment data, books, visits, and pupil voice to refine planning, CPD and intervention.

5) Practical Ways to Maximise Impact (Next‑Week Actions)

In lessons

1. Start with a 3–5 min retrieval (whiteboards; true/false; odd one out). Aim <80% success and reteach as needed.
2. Model in small steps using CPA; name the structure; fade the scaffold deliberately.
3. Use intelligent variation—change one thing at a time; include non‑examples.
4. Check all pupils before moving on (cold call, mini whiteboards, hinge questions). If <80% secure, reteach now.
5. Balance fluency, reasoning and problem solving in each step; use WRM reasoning prompts early.

Across a unit/term

1. Plan against RTP: identify the criteria the block unlocks; decide keep‑up supports early.
2. Schedule spaced retrieval 2–6 weeks later (starters, homework, end‑of‑term Paper A/B).
3. Use end‑of‑block data diagnostically—group by misconception and reteach with a different representation.

CPD & leadership

• Link NCETM Five Big Ideas → WRM in staff meetings.
• Audit core representations by year group for consistency and progression.
• Align the calculation policy with WRM/NCETM guidance so pupils meet the same models throughout school.

6) Common Pitfalls (and How to Avoid Them)

• Over‑reliance on worksheets → Prioritise live modelling, structured discussion, and worked examples; avoid overload.
• Racing through steps → Mastery is depth, not speed; use AfL to decide when to pause/reteach.
• Manipulatives as “props” → Choose tools that expose structure; plan the fade to pictorial/abstract.

7) Summary of implementation

White Rose Maths operationalises the evidence: coherent sequencing, purposeful representations, responsive assessment, and spaced retrieval—delivered through manageable, teacher‑friendly materials. The aim is that we will see gains in both children’s fluency and mathematical thinking over time.