Subject Leader: Mrs Postance
1. Our Maths Curriculum
At Coalbrookdale & Ironbridge CE Primary, we believe that maths is a vital life skill that helps children make sense of the world around them. We follow the White Rose Maths curriculum, which provides a clear, step-by-step approach to building strong number sense, problem-solving skills, and mathematical fluency. Across school we also use Mastering Number sessions to develop confident, flexible number understanding from the very start. Our lessons are practical, engaging, and designed to help every child succeed, with support and challenge tailored to individual needs. Rooted in our Christian values of perseverance, respect, trust and responsibility, we encourage children to approach maths with confidence, curiosity, and resilience. We enrich learning through designated problem solving lessons, themed days and real-life problem-solving opportunities. Whether it’s exploring patterns, measuring in science and design lessons of using graphs in geography, our children learn that maths is meaningful, exciting, and all around them.
2. Subject Vision and Intent
Mathematics at our school empowers children with the knowledge and skills to understand and engage with the world confidently and creatively. Our teaching of mathematics reflects our Christian ethos by fostering a sense of wonder in creation, encouraging responsible decision-making, and promoting community through collaborative learning. Using the White Rose Maths scheme, we provide a carefully sequenced curriculum that builds deep understanding over time. Children develop fluency in number, confidence in reasoning, and competence in solving problems. As they move through the school, they experience a wide range of mathematical concepts—from place value and calculation to geometry, statistics, and algebra—ensuring they are well-prepared for the next stage of their education. Through a rich and inclusive curriculum, pupils develop resilience, take ownership of their learning, and learn to value diverse approaches. Maths supports their spiritual, moral, social, and cultural growth and prepares them for life beyond primary school with a strong foundation for future learning and everyday decision-making.
3. Implementation — How the Curriculum Is Delivered
Our maths curriculum is carefully designed and sequenced using White Rose materials to build knowledge and skills progressively from EYFS to Year 6, ensuring deep understanding and long-term retention. Teachers adapt lessons to meet the needs of all learners, including those with SEND and disadvantaged pupils, through scaffolding, targeted support, and inclusive strategies. Staff receive regular CPD, coaching, and modelling to maintain strong subject knowledge and confidence in delivery. Enrichment opportunities such as maths themed days, fluency challenges, and cross-curricular links inspire engagement and deepen learning. Our curriculum is further enriched through partnerships with the local community, and wider networks such as the SHAW Maths Hub, fostering a shared commitment to excellence and inclusion in mathematics.
4. Inclusion and SEND
Our maths curriculum is inclusive and ambitious for all pupils, ensuring accessibility through carefully structured lessons, scaffolded support, and adaptive teaching strategies. Using White Rose resources, teachers tailor learning to meet individual needs, including those with SEND and disadvantaged pupils, enabling progress from each child’s starting point and celebrating success at every stage. Targeted interventions, visual aids, manipulatives, and pre-teaching help build confidence and understanding. In addition to the main maths lessons, short Mastering Number lessons further support pupils by providing structured, consistent practice in number sense through visual representations and manipulatives, enabling all pupils—especially those with additional needs—to build confidence, fluency, and a secure foundation for future mathematical learning. Maths contributes to pupils’ wellbeing by fostering a sense of achievement, belonging, and self-worth, encouraging all learners to persevere, take responsibility, and feel respected and valued within the classroom community.
5. Personal Development and Cultural Capital
Mathematics contributes significantly to pupils’ personal development and cultural capital by nurturing resilience, curiosity, independence, and teamwork through problem-solving, reasoning, and collaborative learning. Through engaging challenges, real-life contexts, and enrichment opportunities, pupils grow in confidence, develop a sense of achievement, and are equipped with the skills and mindset needed to flourish in the wider world.
6. Impact — Monitoring, Evidence and Outcomes
The impact of mathematics in our school is monitored through lesson visits, book looks, pupil voice, and data analysis, ensuring high-quality teaching and learning across all year groups. Pupils make good progress from their starting points, with increasing confidence and enjoyment of the subject. Children are encouraged to secure recall of key knowledge through regular retrieval practice and application in varied contexts. Recent developments include enhanced use of manipulatives, targeted interventions, and staff CPD to strengthen subject knowledge. Our next priorities are to strengthen pupils’ rapid recall of key facts and deepen their understanding of how mathematical concepts connect, supporting effective problem-solving. We will continue to embed mastery approaches and focus on closing attainment gaps for disadvantaged and SEND pupils.
7. Subject Leadership and Development
As maths subject leader, I support staff through coaching, modelling, and sharing of best practice to ensure consistent, high-quality teaching across the school. I have attended and delivered professional development focused on oracy, mastery, reasoning, and inclusive strategies, aligned with our School Development Plan and whole-school priorities. Teachers have further support to develop their subject knowledge from the wider community of the SHAW Maths Hub. Good practice is shared during these sessions and through staff meetings and planning support in school. Monitoring activities such as lesson visits, pupil voice, and data reviews help identify strengths and areas for development, ensuring our maths provision continues to evolve and meet the needs of all learners.
Curriculum Overview – Maths
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