Maths Curriculum
Intent
At Dunn Street Primary School, our intention is to ensure every pupil becomes a
confident, resilient and independent mathematician. We aim to nurture curiosity and a
deep understanding of mathematical concepts through a curriculum that is ambitious,
coherently planned and responsive to pupils’ needs. Early mathematics is embedded
within the EYFS through practical, meaningful experiences that form part of the daily
routines of the classroom. Mathematical vocabulary is carefully introduced, modelled
and practised so that children learn to communicate their thinking with increasing
confidence.
Across school, pupils meet concepts through carefully selected concrete, pictorial and
abstract representations so that understanding is built in manageable, well-connected
steps. Retrieval practice and arithmetic fluency are woven throughout each year group to
ensure previously taught content is revisited, strengthened and secured. Our coherently
sequenced times-table curriculum begins in KS1 and is embedded throughout KS2,
enhanced further through the use of Times Tables Rock Stars and Superhero Maths.
The overarching aim is for pupils to leave Year 6 fully prepared for the demands of the
KS3 curriculum, able to apply mathematical skills flexibly and with increasing
independence.
Implementation
Mathematics is taught daily using the White Rose Maths curriculum as a framework for
coverage and progression. In KS1, teachers use a carefully selected range of resources,
including Primary Stars Education, to ensure pupils experience varied fluency tasks and
practical exploration. Across school, teachers plan learning that moves from concrete to
pictorial to abstract representations, enabling secure understanding before pupils move
on to more formal methods.
Mixed-age classes are taught through careful long- and medium-term planning that
ensures all pupils access the appropriate content for their stage of learning. Teachers
build in structured opportunities for retrieval practice and ongoing rehearsal of arithmetic
skills so pupils consistently strengthen their fluency. A coherently sequenced times-table
curriculum is introduced in KS1, with regular practice embedded in KS2. Engagement
and enjoyment are supported through the use of Times Tables Rock Stars and
Superhero Maths.
Throughout every lesson, the use of individual whiteboards allows teachers to check
understanding instantly, adapt teaching in the moment and ensure all pupils remain fully
engaged. Termly assessments across all year groups provide valuable information to
support future planning, identify gaps and inform targeted support. High-quality
modelling, exposure to mathematical vocabulary and opportunities for discussion help
pupils explain their reasoning clearly and develop mathematical independence.
Impact
The impact of our maths curriculum is that pupils at Dunn Street Primary School develop
strong conceptual understanding, mathematical fluency and the confidence to reason
and solve problems independently. They make sustained progress from their individual
starting points, supported by ongoing retrieval practice and carefully structured
coverage.
Termly assessments, alongside daily formative strategies such as whiteboard responses
and verbal feedback, allow teachers to identify pupils who require further consolidation
or challenge. Pupils demonstrate secure number sense, confidence with varied fluency
tasks and increasing accuracy in arithmetic. By the end of Year 6, our pupils are
ready—both academically and personally—to meet the challenges of KS3 as capable,
reflective and resilient mathematicians.
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