The Sherwood


Inspire, Learn, Grow


Statement of Intent: Maths

The National Curriculum states that children should:

  • 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, to know how to develop an argument, justification or proof using mathematical language.
  • Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


National Curriculum Objectives

Click on the links underneath each year group for ‘I can statements’ highlighting the Mathematical

objectives laid out by The Primary National Curriculum 2015. All of the objectives are statutory requirements and are included in our scheme of work and planning.


Our Intent

At The Sherwood School, we consider mathematics as far more than simply a core curriculum topic; it is central to helping children become happy, articulate, reflective and confident individuals. Developing numerical fluency prepares children to access a world surrounded by number and problem solving. It equips young people with key skills such as calculating, estimating, observing and predicting, which will be used extensively throughout their lives.

As we are a gold Rights Respecting School, we ensure that the UN Convention underpins the purpose of the teaching of Mathematics. Some of the Articles that are most prevalent within the teaching of Mathematics are:

Article 3 The best interests of the child must be a top priority in all things that affect children.

Article 28 Every child has the right to an education.

Article 29 Education must develop every child’s personality, talents and abilities to the full.

There are certain key aims that demonstrate the intent for the teaching of mathematics in our school. We teach children that having a growth mindset will help them to persevere when they find tasks challenging and that we learn through trial and error. At The Sherwood, we believe that our teaching of mathematics:

  • promotes enjoyment of learning through practical activity, exploration and discussion;
  • develops confidence and competence with numbers and the number system;
  • develops the ability to solve problems through decision-making and reasoning in a range of contexts and
  • helps children understand the importance of mathematics in everyday life.

Our Implementation

In September 2017, The Sherwood School began transitioning towards a mastery approach to the teaching and learning of mathematics. We understood that this would be a gradual process and take several years to embed. The rationale behind changing our approach to teaching mathematics lay within the NCETM Maths Hub Programme as well as the 2014 National Curriculum.

Our teaching and implementation for mastery is underpinned by the NCETM’s 5 Big Ideas.

  • Opportunities for Mathematical Thinking allow children to make chains of reasoning connected with the other areas of their mathematics.
  • A focus on Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the children actively look for patterns and generalise whilst problem solving.
  • Coherence is achieved through the planning of small, connected steps to link every question and lesson within a topic.
  • Teachers use both procedural and conceptual Variation within their lessons and there remains an emphasis on Fluency with a relentless focus on number and times table facts.

Curriculum design and planning

  • Staff use White Rose Maths Schemes of Learning as a starting point in order to develop a coherent and comprehensive conceptual pathway through the mathematics. The focus is on the whole class progressing together. Collaborative planning with year group colleagues is encouraged to ensure consistency.
  • Learning is broken down into small, connected steps, building from what pupils already know. The lesson journey should be detailed and evident on flipcharts (Smart Notebook or PowerPoint) and within teacher’s paper plans.
  • Difficult points and potential misconceptions are identified in advance and strategies to address them planned.
  • Key questions are planned, to challenge thinking and develop learning for all pupils.
  • Contexts and representations are carefully chosen to develop reasoning skills and to help pupils link concrete ideas to abstract mathematical concepts.
  • The use of high quality materials and tasks to support learning and provide access to the mathematics, is integrated into lessons. These may include White Rose Maths Schemes of Learning and Assessment Materials, NCETM Mastery Assessment materials, NRICH, visual images and concrete resources.
  • Opportunities for extra fluency practice (instant recall of key facts, such as number bonds, times tables, division facts, addition and subtraction facts) should be provided outside mathematics lessons (morning starters or post lunch).


Measuring Impact

In addition to the formative assessment undertaken in lessons, teachers will use termly summative assessments (during Assessment Week) supplied by the White Rose Maths Hub to reinforce their judgments and provide further opportunities to identify gaps in pupil learning and tailor future lessons. Teacher judgments are then entered onto SIMS each term and teachers talk through the progress of their pupils at termly tracking progress meetings: this ensures targeted support can be given to those who need it.

Maths websites to explore at home

All kinds of educational games including number

Lots of activities, investigations and challenges in different areas of maths