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Mathematics Intent and Implementation



Our Maths curriculum intent is for our pupils to secure a deep understanding and mastery of mathematical concepts, enabling them to confidently apply their knowledge to solve new and unfamiliar problems. 

Taking inspiration from teaching approaches developed in Singapore and Shanghai, we believe that every pupil can achieve in Maths. We strive to create an environment where pupils feel supported and challenged to reach their full potential. 

We emphasise the importance of mastering mathematical concepts. A concept is truly mastered when learners can demonstrate their understanding in a variety of ways, can effectively communicate their solutions using mathematical language, and can independently apply the concept to solve new problems. 

To ensure a solid foundation, we employ a variety of teaching strategies. We use concrete materials, such as manipulatives, to provide hands-on experiences and enable pupils to visualise mathematical concepts. Pictorial representations are also used to support pupils in making connections between concrete and abstract ideas. Finally, we introduce abstract examples to help pupils develop their problem-solving and critical thinking skills. 

Our curriculum aligns with the National Curriculum objectives, we break down mathematical concepts into small, manageable steps to support all pupils on their mathematical journey. This approach promotes progression, allowing pupils to build upon their prior knowledge and develop a deep understanding of each concept. 

Our Maths curriculum fosters a culture of mathematical curiosity, resilience, and skill. It equips our pupils with the knowledge, understanding, and confidence to become proficient mathematicians, prepared for future academic pursuits and real-world applications. 


At Raleigh Infant and Admiral Academies, our ethos is to focus on using an enriched, knowledge-based curriculum across all subjects, including mathematics. 

We use the National Centre for Excellence in the Teaching of Mathematics (NCETM) teacher guidance, enhanced by White Rose to develop and deliver high-quality lessons. 

At the beginning of every mathematics lesson, we practise arithmetic skills that focus on children’s knowledge and fluency development gaps. 

Teachers explicitly teach and use mathematical vocabulary in lessons to underpin the new learning. We believe that technical vocabulary in mathematics enhances and enriches mathematical understanding and reasoning. Children can use appropriate vocabulary to discuss their learning with staff and peers in class. 

Both academies are developing the ‘Teaching for Mastery’ program. This program has allowed our mathematics leader to develop better practice and teaching pedagogy. The ‘Teaching for Mastery’ approach is inspired by the teaching approaches developed in Singapore and Shanghai. It is an inclusive way of teaching that focuses on all children being able to achieve in mathematics. The ‘Teaching for Mastery’ program allows the academies to collaborate with local schools to develop better practices and pedagogy in mathematics. This program builds upon the National Curriculum objectives. 

The Ready to Progress (non-statutory guidance) supports teacher knowledge of mathematical concepts and skills for each year group throughout the academic year. 

To supplement the children’s learning, we use TTRockstars. Fluency in times tables is crucial for the more complex learning in upper Key Stage 2 and for this reason, we use TTRockstars to practise times tables in a fun, competitive and engaging way.