We aim to develop lively, enquiring minds encouraging pupils to become confident and capable in order to solve problems that will become an integral part of their future.

The National Curriculum for mathematics aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


Collective Vision Trust uses the White Rose Maths Scheme as the basis of its mathematics curriculum.

White Rose is a carefully sequenced scheme that builds up children's mathematical knowledge through clear explicit teaching. It makes good use of developing mathematical knowledge through using concrete apparatus to pictorial representation and, then, to abstract thinking. It is designed to support the development of reasoning and problem solving alongside fluency to support challenge and ambition.

We have used this curriculum to draw out the crucial knowledge that is the foundation of mathematical learning that gives children the fundamental building blocks to develop their mathematical understanding and progress. We have ensured that we build in lots of opportunities for children to recap their knowledge, in order to ensure it is firmly embedded and, that, their learning is part of their long-term memory.

White Rose

White Rose Maths scheme has a clear rationale for the sequence of the topics. Maths learning requires some things to be learned before others, for example place value needs to be understood before working with addition and subtraction. Similarly, addition needs to be learnt before looking at multiplication. White Rose, quite rightly, puts the emphasis on number skills first in all year groups. Number is the crucial building block for all areas of mathematics and, so, must be prioritised.

For some topics (e.g. shape and statistics) the order is not crucial – they need to come after number, but don’t depend on each other, and, so, they can be taught in any order. The sequencing of these is planned to give as wide a variety of topics for pupils as possible in each term and year.


Planned, quality recap is an essential feature of the curriculum. Teachers will incorporate recap into their termly recap weeks which follow a planned sequence and also into the rapid recall maths which happens daily in classrooms. In addition, the following is worthy of note:
• On the spot accurate assessment is the key to good recap.
• Teachers will quickly move to longer recap of topic areas that pupils have not remembered.
• Adaptation of learning must be applied to recap work – some pupils will need more recap than others, which needs to happen without holding back the learning of the rest of the class.
• The first week in a half term is always a recap week. No new concepts are taught in recap weeks.
• Topic specific recaps are also in the White Rose plans.

Children deserve

  • To be set appropriate learning challenges
  • To be taught well and be given the opportunity to learn in ways that maximise the chances of success.
  • To have adults working with them to tackle the specific barriers to progress they face.


In Mathematics Education at Churchfields Primary School we aim to sustain and develop in all children:

Confidence, understanding and enjoyment in mathematics;
an awareness of relationship and pattern, and how these can bring about a clearer understanding of a situation.

An appreciation of mathematics as a means of communication through which they can analyse information and ideas.

The ability to work systematically where the task requires a careful accurate approach, as well as the ability to show imagination, initiative and flexibility when appropriate.

Independence of thought and action as well as the ability to co-operate within a group. Problem solving skills and strategies.

The ability to use mathematics effectively as a tool in a wide variety of situations;The sensible use of factual recall, mental and written methods.