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Fulwood and Cadley Primary School

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Mathematics Curriculum

Curriculum Intent Statement - Mathematics 


At Fulwood and Cadley, we aim to provide a broad and balanced Mathematics curriculum where high-quality teaching is at its core. The teaching and learning in these sessions, will be creative, enriching and purposeful as mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of future employment. We want to provide the finest mathematics education to all children which provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The National Curriculum


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.


In line with the National Curriculum, we effectively use and implement White Rose Hub's teaching sequence for each year group as well as supporting materials. White Rose Hub enhances and brings alive topics which mirror The National Curriculum's programme of study. 


Mathematics is an interconnected subject in which pupils will be able to move fluently between representations of mathematical ideas. The programmes of study are organised into distinct units, where pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning and the ability to systematically problem solve. Children will be able to apply these skills and knowledge to science and other subjects.


The expectation is for the majority of all children to move through the programmes of study at broadly the same pace, while developing their critical thinking and ability to problem solve. However, decisions about when to progress, will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly will be challenged through a range of rich and sophisticated problems before accelerating through new content. Those children who are not sufficiently fluent with earlier material will focus on consolidating their understanding, including through additional practice, before moving on.


Spoken Language

The National Curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

Mathematics Policy

Whole School Curriculum Map