Our vision

At Henleaze Infant and Junior Schools, we aim to develop an appreciation of and enthusiasm for mathematics. Children will have sound knowledge of mathematical skills that they are able to apply to other subjects and real-life contexts. They will understand the value of making a mistake and have the ability to problem-solve independently and as part of a team. Children will have a passion for the subject of maths and will have the ability to challenge themselves when appropriate. Our mathematical curriculum fosters a transferable set of skills, including those that are unique to maths, as well as characteristics of learning that support all areas of life-long development.

Our Curriculum

At Henleaze Infant and Junior Schools, we follow the White Rose curriculum, supported by Number Sense and Numbersense Times Tables lessons. The overall maths curriculum is cumulative, coherent and connected. Across the maths sequence, what pupils will know and be able to do across the curriculum has been carefully mapped. This ensures that learning builds cumulatively and helps students to make connections between concepts that they have learnt. Prior learning has been identified and mapped to the curriculum so that teachers can build new knowledge. 

In Reception, we give the children a strong foundation in number by using the Number Sense programme as whole class teaching 5 times a week. 

In Key Stage 1, Maths lessons based on the White Rose SOL and taught alongside explicit teaching of Number facts using the Number Sense Programme. Maths lessons take place 5 times a week for 45 minutes and Number Sense takes place 5 times a week for 15 minutes. 

In Key Stage 2, Maths lessons continue to be taught 5 times a week following the White Roe curriculum alongside explicit teaching of multiplication and division facts through the Number Sense Times tables programme. 

The research-based schemes of learning in White Rose are designed to support a mastery approach to teaching and learning and are consistent with the aims and objectives of the National Curriculum.  There are 4 main concepts underpinning the curriculum: 

• Putting number first The schemes have number at their heart. A significant amount of time is spent reinforcing number in order to build competency and ensure children can confidently access the rest of the curriculum. 

• Depth before breadth Our easy-to-follow schemes support teachers to stay within the required key stage so that children acquire depth of knowledge in each topic. Opportunities to revisit previously learned skills are built into later blocks. 

• Working together Children can progress through the schemes as a whole group, encouraging students of all abilities to support each other in their learning. 

• Fluency, reasoning and problem-solving The schemes develop all three key areas of the National Curriculum, giving children the knowledge and skills they need to become confident mathematicians.

Impact

Each year group has clear cumulative end goals – these are identified for teachers. In EYFS and KS1, development of maths skills is measured in lessons through questioning, observation, discussion and peer interaction, lesson pauses and retrieval practice (quizzes). In addition to this, in KS2, times- tables knowledge is monitored by continual assessment in the Numbersense Times Tables sessions.  Arithmetic and Reasoning tests are also used to assess children in Years 3–5, 3 times per year and 4 times per year in Year 6. Times-tables recall is assessed formally in the Multiplication Tables Check(MTC) in Year 4 and arithmetic and reasoning skills are also assessed in Year 6 SATS.

Subject Overview