Mrs S Goodrum is the subject leader for maths.

Curriculum Intent

At Netherton J&I School, we have adopted a mastery approach in order to deliver the three aims of the National Curriculum: fluency, reasoning and problem solving. We believe that all children can achieve in maths. We strive to promote sustained and deepening understanding with teaching for conceptual understanding at the core. We aim to create enthusiastic, independent mathematicians who are well equipped to apply their learning in the wider world.


Curriculum Implementation

In the early years, our foundation stage follows the EYFS framework for the early years foundation stage. Staff in the EYFS plan and deliver an exciting and engaging maths curriculum to ensure all children develop a strong grounding in number in order to ensure that all children develop the necessary building blocks to excel mathematically. Play and talk are at the core of learning in our foundation stage, alongside concrete, pictorial and abstract resources.



In years 1-6, maths is taught using the White Rose Maths schemes of learning. Units of learning are broken down into a series of small, connected steps with each building on the children’s prior learning. Teachers plan and deliver lessons to address the needs of all pupils with the use of scaffolding, skilful questioning, rapid intervention and carefully designed enriching activities. The vast majority of pupils progress through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly are challenged by being offered rich and sophisticated problems before any acceleration to new content. Those who are not sufficiently fluent with earlier material, consolidate their understanding, including through additional practice, before moving on. Teachers aim to rapidly address gaps in children’s understanding within the lesson and through targeted intervention outside of the lesson.

Maths Long Term Plan 2021 – 2022



Maths Vocabulary


Curriculum Impact

The impact of our curriculum on pupils’ development of mathematical knowledge and skills is measured formatively and summatively. Regular and ongoing assessments are made by teachers through the use of questioning, marking of work and pupil responses during lessons. Pupils are formally assessed each term and these assessments are communicated to parents in a termly report. In addition to this, we have a parent consultation evening twice a year.

The teaching of maths is also monitored on a regular basis through book scrutinies, learning walks and lesson observations.

These factors ensure that we are able to maintain high standards in maths and enable pupils to be fully prepared and equipped to successfully continue their mathematical learning journey at secondary school and in their later lives.


Mathematics Policy 2020-21

Maths Calculation Policy 2020-21