At Thwaites School, we want every pupil to become a confident, thoughtful and resilient mathematician. Our mathematics curriculum develops secure knowledge, fluency, reasoning and problem-solving skills, enabling pupils to make connections and apply their learning in school and everyday life.

Mathematics is taught daily through the White Rose Maths curriculum. We follow its carefully sequenced, small-step approach with high fidelity, ensuring that new learning builds securely on what pupils have previously been taught. We prioritise depth of understanding over moving through content too quickly.

Teaching follows a concrete–pictorial–abstract approach. Pupils use practical resources and visual representations before moving towards abstract mathematical ideas and notation. Representations are revisited deliberately to help pupils recognise patterns and make connections. Precise mathematical vocabulary and stem sentences support pupils in explaining their thinking clearly.

In our mixed-age classes, pupils access the same ambitious curriculum for their year group. Teachers adapt their explanations, resources, questioning, support and level of challenge according to pupils’ prior knowledge and individual needs. Pupils who need additional help receive targeted support, while those who grasp concepts quickly explore more complex reasoning and problem-solving.

Assessment

Assessment is an integral part of every mathematics lesson. Teachers use planned recall activities, careful questioning, observation, discussion, live marking and pupils’ use of mathematical vocabulary and representations to check understanding. This enables teachers to identify misconceptions quickly, adapt teaching during lessons and provide appropriate support or additional challenge.

Teachers also consider how successfully pupils apply their knowledge to fluency, reasoning and problem-solving activities throughout each unit. Where necessary, teaching may be adapted or additional time provided to secure pupils’ understanding before they move on.

From Year 1 to Year 6, pupils complete White Rose arithmetic and reasoning and problem-solving assessments at the end of each term. These assessments are used diagnostically to identify strengths and gaps, inform future teaching and plan additional support or intervention. Assessment results are considered alongside teachers’ detailed knowledge of each pupil and are not used in isolation.

Retrieval is embedded throughout the mathematics curriculum. Every lesson begins with planned recall of previous learning, and teachers regularly revisit important concepts, methods, representations, vocabulary and stem sentences. This helps pupils retain their mathematical knowledge and make connections between current and previous learning.

Together, daily assessment, checks throughout each unit and termly assessments provide a clear picture of pupils’ developing mathematical understanding. Assessment supports teaching and learning and is not treated as a separate system based solely on scores or labels.

Our participation in a three-year mastery programme with the North West Maths Hub strengthens teachers’ subject knowledge, develops consistent practice and supports the continuing improvement of mathematics teaching across the school.

By the end of Year 6, we aim for pupils to leave Thwaites School with secure mathematical foundations, confidence in explaining their methods and the ability to reason and solve problems independently. They are prepared for the next stage of their education and equipped to use mathematics effectively in everyday life.