Jubilee Wood Primary School

Maths

Intent

At Jubilee Wood School, we believe that high-quality mathematics teaching is essential for all pupils and underpins success across the wider curriculum and in everyday life. We aim for all pupils to become confident, resilient mathematicians who can use secure fluency and arithmetic skills to reason, solve problems and tackle real-life situations independently.

 We follow the White Rose Maths scheme of learning, which supports a mastery approach to mathematics. This approach is designed to ensure all pupils, regardless of starting point, develop a deep and secure understanding of mathematical concepts, a positive growth mindset and the confidence to persevere when faced with challenge.

Mathematics at Jubilee Wood School is taught in a way that is inclusive and ambitious to ensure equity for all learners. We recognise the needs of our diverse school community, including pupils with SEND and EAL, and ensure that all pupils can access and engage meaningfully with the mathematics curriculum, equipping them with the knowledge, skills and confidence they need for the future.

Implementation

Mathematics is taught daily from EYFS to Year 6 using a structured mastery approach supported by the White Rose scheme. Lessons are carefully sequenced to build understanding step by step, with additional fluency and arithmetic sessions providing further opportunities to secure key skills.

The mathematics curriculum is structured so that pupils secure a deep understanding of the concepts taught before moving on to new topics. Children are encouraged to look for mathematical links between strands of Maths and to understand the key structures they are exploring.

 Lessons are taught using the mastery approach and key features of the lessons include:

• The use of manipulatives and visual representations to explore the maths
• Paired talk and stem sentences to develop mathematical language
• Use of mathematically accurate vocabulary
• Children developing oracy by answering in full sentences
• Opportunities for all learners to develop fluency, reasoning and problem-solving skills
• Variation by supporting children to spot similarities and differences

 To ensure appropriate support for all pupils, some year groups are organised into fluid sets, allowing for smaller group teaching and increased adult input where needed. These groupings are flexible and responsive to pupils’ progress. Teaching assistants support learning within lessons and deliver targeted interventions to help pupils close gaps and build confidence.

 Additional time outside of the main Maths lesson is built into the timetable to ensure that children are developing automaticity of key numbers facts including number bonds and times tables.

All pupils study the same mathematical content across the year, ensuring equity and high expectations for all, while teaching remains flexible to allow additional time for pupils to secure key concepts when necessary.

Impact

By the end of KS2, we want pupils to have developed secure fluency, confidence and independence in mathematics. Pupils will be able to reason mathematically, solve problems and apply their knowledge across a range of contexts, including real-life situations.

The impact of following the Jubilee Wood mathematics curriculum is that pupils will:

• Demonstrate increasing confidence, resilience and perseverance in mathematics
• Show secure fluency alongside the ability to reason and solve problems
• Use appropriate mathematical language to explain their thinking
• Apply mathematical knowledge across different contexts
• Meet the end of key stage expectations outlined in the National Curriculum for mathematics

 We measure impact through children receiving ongoing feedback and assessment against the objectives of each lesson, alongside regular summative assessments. Monitoring through learning walks, book looks and pupil voice ensures consistency and high-quality mathematics teaching across the school.

 Pupils speak positively about mathematics and show an increased willingness to persevere when faced with challenge. Attainment in mathematics has improved and remains consistent since the implementation of the White Rose approach. Collaboration within the trust, including competitions and shared events, further enhances pupils’ engagement and enjoyment of mathematics, contributing to a positive mathematical culture across the school.