The intent of our mathematics curriculum at Rosedale is to provide a high standard of mathematical education and promote knowledge, skills and understanding; mastery at all levels. The target is for all children to reach their age related expectations in numeracy to prepare them for the world around them and to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future.

It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum. By adopting a Mastery approach, it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Rosedale with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.

  • We ensure that we deliver a high quality maths curriculum that is both challenging and enjoyable
  • We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
  • We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects.
  • We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks
  • Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

In line with the National Curriculum Objectives for Mathematics, our intent is 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.


At Rosedale, children study mathematics daily following the White Rose Maths Scheme of Learning. WRM is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics.

Concrete, Pictorial and Abstract Learning:

Children engage with a wide and varied range of concrete manipulatives, pictorial representations and abstract methodologies within each session. Cohesive use of CPA is a fundamental part of mastery in mathematics for all learners, not just those pupils with SEND. Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6.

Fluency, Reasoning and Problem Solving:

Every learning session includes the opportunity to develop fluency skills, construct chains of reasoning using relevant knowledge alongside relevant terminology and solve increasingly complex problems in a systematic and coherent way.

Mathematical Vocabulary:

Sessions include explicit reference to vital mathematical vocabulary and the use of stem sentences to support and encourage all children to communicate their ideas with mathematical precision and clarity. Maths Talk is encouraged in every lesson and paired learning takes place regularly. The children are also given opportunities to peer and self assess.

Fluent Recall:

We are committed to ensuring that pupils secure their knowledge of Times Tables and related division facts by the end of Year 4. Our pupils engage in regular low stakes testing through Times Tables Rock Stars to practice fluent recall. This can also be accessed at home. Regular ‘Battles’ are set up, along with Class competitions and Trust Battles too.


At Rosedale, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions.

However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on. Where necessary, earlier material should consolidate their understanding, including through additional practice, before moving on.

Formative Assessment:

Teachers carry out formative assessment through AfL in each session and feedback is given to children verbally, through self/peer assessment and through marking. Teachers then use this assessment to influence their planning. Children are rapidly identified as needing further challenge or additional support, and we ensure that this is provided in a timely manner.

Timely Interventions:

Teachers believe that all children can achieve in maths, and focus on whole class teaching. Where prerequisites are not secure, timely interventions will be carried out. Our interventions are focused on pre-teaching and interventions which take place soon after the child has been identified as needing support.

Summative Assessments:

Children complete End of Block assessments for each phase of learning, at least 1 week after the completion of the unit. Results are used to further inform planning and allow for tailored interventions groups to take place to ensure the objectives are secured. Our Assessment Calendar also includes 3 key dates for capturing progress and attainment against National Curriculum Objectives using NfER assessments. Assessments are carried out in Autumn, Spring and Summer terms.

Subject Monitoring:

We regularly monitor the quality and impact of our mathematics curriculum through targeted learning walks, book scrutiny and pupil interviews. In addition to this, we survey our staff and pupils to identify their perception of mathematics and identify CPD needs.