Our beliefs 

A high-quality mathematics education allows children to access the world through an understanding of concepts, through an ability to reason and to be able to become creative, logical problem solvers - these skills go way beyond the mathematical concepts that they are taught but underpin them.

Our role is to ensure that children have strong number sense, fluency in arithmetical procedures, conceptual understanding, communication and problem-solving skills to allow them to flourish in the next stage of their education towards becoming well-rounded, capable citizens.

Our maths curriculum

At Studley Green Primary School, our mathematics curriculum is designed to develop secure number sense, fluency, and deep conceptual understanding, ensuring that all pupils are well prepared for the demands of secondary education and everyday life.

We follow the White Rose Maths scheme, which provides a carefully sequenced, mastery‑based curriculum. Concepts are taught in small, logical steps so that pupils develop a deep understanding before moving on. Learning builds cumulatively over time, with regular opportunities to revisit and strengthen prior knowledge.

Alongside White Rose, we use Number Sense approaches and daily “Can you still…?” practice to prioritise automaticity, recall, and fluency, particularly in number. These daily routines ensure that essential knowledge is secured and retained, reducing cognitive load and enabling pupils to reason and solve problems with confidence.

Teaching focuses on:

• Fluency, so pupils can calculate accurately and efficiently
• Reasoning, so pupils can explain their thinking using precise mathematical language
• Problem solving, so pupils can apply their knowledge in unfamiliar and meaningful contexts

Concrete resources, visual representations and abstract methods are used carefully to support understanding and promote independence. Mathematical vocabulary is explicitly taught and revisited, enabling pupils to articulate their ideas clearly and confidently.

Assessment is used to identify gaps, inform teaching, and provide timely support. Intervention is purposeful and focused on helping pupils keep up with the curriculum, while challenge is used to deepen understanding rather than accelerate through content.

Through our mathematics curriculum, we aim to develop confident, resilient and capable mathematicians who see mathematics as something they can understand, use and succeed in.