At Our Lady and St Werburgh's, we adopt a 'mastery' approach to Mathematics, prioritising success for all children in every lesson through skillful teaching and the use of manipulatives and pictorial representations to represent mathematical concepts. Our Maths lessons use the 'Power Maths' scheme as a basis to structure our curriculum (Reception- Y6.)

Power Maths: 

• Has been written specifically for UK curriculum classrooms by leading mastery experts from around the world and recommended by the UK’s Department for Education.
• Provides an enriched approach that cleverly combines interactive teaching tools, rich and quality textbooks and practice books.
• Supports a continuous and embedded approach to teacher support and professional development throughout.
• Is built around a child‑centred lesson design that models and embeds a growth mindset approach to Maths and focuses on helping all children to build a deep understanding of Mathemtaical concepts. 
• Provides built in assessment points that reliably track your children’s progress against Age Related Expectations.

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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
• 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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.

The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.  However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.

Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.

Those who are not sufficiently fluent with earlier material will be given opportunities to consolidate their understanding, including through additional practice.

Mastering Number

We also deliver the Mastering Number programme to children in Years 1-5.  The programme aims to secure firm foundations in the development of good number sense for all children by the end of KS1. Moving on, in KS2 it enables pupils to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.

Progression in Maths

Progression in Mathematics- Yearly Overviews

Please see below our yearly overviews, which demonstrate the specific intent of age-related expectations to inform our teaching of Mathematics: