Maths
Welcome to our Maths Curriculum
At Cuddington Croft Primary School, we aim to inspire the mathematicians of tomorrow through giving the children opportunities to learn in wider contexts enabling them to make connections and equip them for the wider world.
Our Maths Intent
At Cuddington Croft, we want every child to become a confident, fluent and enthusiastic mathematician. Our vision is to develop pupils who think deeply, reason clearly and apply their knowledge independently in new and unfamiliar situations. We aim to enrich children's mathematical understanding, inspire curiosity and a love of learning, and equip every pupil with the knowledge, skills and resilience they need to succeed. Through a curriculum that is structured, coherent and rooted in evidence-based practice, we nurture confident learners who embrace challenge, persevere when faced with difficulty and develop a lifelong appreciation of mathematics.
Implementation - how do we plan and teach Maths?
Our mathematics curriculum is carefully designed to ensure strong progression and secure understanding. White Rose Maths is taught in Years 1–4, while Years 5–6 follow the GLF Maths curriculum. In EYFS, children follow the Mastering Number programme to build early fluency. Number Sense is used in Years 3-6 to develop rapid recall and fluency of multiplication and division facts. Through short, focused practice sessions, children strengthen their times table knowledge, build confidence with number relationships and improve their ability to apply facts efficiently across all areas of mathematics.
Lessons begin with Flashback 4 to strengthen retrieval. Teaching is delivered in small, manageable steps with a focus on representation, variation and mathematical thinking. The pingâpong structure, where appropriate, in Years 1–6 supports modelling, guided practice and independent application.
Children record work regularly, supported by clear presentation expectations. Practical lessons are purposeful and used to deepen conceptual understanding. Marking is responsive and focused on moving learning forward rather than written evidence. Scaffolding is provided through structured modelling, guided examples and carefully chosen representations that support all learners.
Manipulatives are used across the school to secure and deepen mathematical understanding through a concrete, pictorial and abstract approach. Children are encouraged to use practical resources to explore concepts, make connections and develop reasoning skills before moving towards visual representations and abstract methods. This approach helps pupils build secure foundations and supports them in applying their learning with confidence.
Central questions are used termly to promote deeper reasoning and help children think like mathematicians. Linked to real-life contexts, they encourage pupils to apply their learning in meaningful and unfamiliar situations. For example, children might explore, “Could a whale fit into our school playground?”, using measurement, area, estimation and conversion skills to justify their thinking. Introduced at the start of a unit and revisited throughout, these questions develop reasoning, problem solving and the ability to apply mathematics beyond the classroom.
Impact - what does progress look like?
A clear progression of mathematics is evident across the school, from the exploratory understanding of the cardinal value of numbers in the early years, to the independent application of problems by the time they leave the school. The carefully designed curriculum allows children to build upon previous learning and secure the skills needed to retain number facts, apply their knowledge to mathematical reasoning and to solve problems. Through developing strong mathematical fluency children demonstrate a love of learning for mathematics within lessons and demonstrate the ability to articulate concepts using mathematical vocabulary and apply to real life problem solving.
Our approach addresses preconceptions by ensuring that all children experience challenge and success in Maths by developing a growth mindset. Books show clear progressions and the wide array of challenges children are presented with. Clear and progressively developing fluency, reasoning and problem solving skills show through in each year group.
Regular and ongoing assessment informs teaching, as well as intervention to support and enable the success of each child. These factors ensure that we are able to maintain high standards with achievement at the KS2 above the national average and a high proportion of children demonstrating greater depth.
When our children leave Cuddington Croft, a good learner in Maths will…
- Have a deep and secure timetables knowledge.
- Be able to apply their learning to different contexts.
- Have a strong number sense and be able to manipulate numbers mentally.
- Reason and problem solve efficiently and confidently.
- Children will be able to apply their maths learning in wider contexts through making connections to equip them for the wider world.
- Be self-aware of their capabilities and challenge themselves appropriately.
