Vision Statement and Curriculum Intent

At Stock, our vision, “Let Their Light Shine,” underpins everything we do. Through our maths curriculum, we aim to nurture confident, resilient, and reflective learners who develop a deep and lasting understanding of mathematics. Our curriculum is carefully structured in line with the White Rose Maths approach, promoting a mastery model where all pupils can succeed. We believe that mathematics is not just about speed of number recall, but about depth of understanding, reasoning, and the ability to make meaningful connections.

We foster a positive and inclusive mathematical environment to enable all children to have an affinity with mathematics: to feel a sense of belonging and confidence. Pupils are encouraged to work collaboratively, share ideas, and respect different approaches to problem-solving. Through this, they develop a love of learning and see themselves as capable mathematicians. 

We encourage children to be ambitious in their mathematical thinking. Through carefully sequenced lessons, rich questioning, and varied representations, pupils are inspired to explore, reason, and think critically. We aim to instil curiosity and a willingness to take risks, ensuring pupils aspire to deepen their understanding.

Through a mastery approach, all pupils are supported to achieve success in mathematics. Fluency, reasoning, and problem-solving are at the heart of our curriculum. We provide opportunities for consolidation as well as challenge, ensuring children can apply their knowledge in a range of contexts and develop independence. 

Implementation

Our curriculum follows the Small Steps from the White Rose Maths scheme, ensuring clear progression and consistency across all year groups.

• Lessons are structured using the concrete–pictorial–abstract (CPA) approach to deepen understanding 

• Small, carefully sequenced steps allow pupils to build knowledge securely 

• Use of variation helps pupils make connections and deepen understanding 

• Daily maths lessons include: 

  • An opportunity to recall previous learning

  • Fluency practice 

  • Reasoning opportunities 

  • Problem-solving tasks 

Collaborative learning and mathematical discussion is encouraged and pupils are encouraged to explain their thinking and learn from each other.  Mistakes are valued as part of the learning process and we aim for all learners to feel supported, included and confident. 

High expectations are set for all pupils, with carefully thought-out and challenging questions and tasks to encourage deeper thinking. Pupils are supported to take risks and to persevere.  Mathematical vocabulary is explicitly taught and modelled. Children are challenged to use the correct mathematical vocabulary in their reasoning and explanations. 

Teachers use ongoing assessment to identify gaps and adapt teaching. Timely intervention ensures pupils keep up rather than catch up whilst scaffolding of tasks supports learners while maintaining ambition and greater depth opportunities allow pupils to extend their learning. 

Impact

The impact of our mathematics curriculum is that pupils will:

• feel confident and positive about mathematics 

• demonstrate resilience and independence

• engage in lessons and contribute to discussions

• see themselves as capable mathematicians.

• be willing to tackle challenging problems 

• show curiosity and enthusiasm for mathematics

• demonstrate secure understanding and fluency 

• be able to reason and solve problems effectively.

Outcomes show pupils making strong progress from their starting points and outcomes at the end of each key stage reflect high attainment and progress.

Ultimately, we aim for every child to leave our school with the skills, confidence, and enthusiasm to use mathematics in everyday life—allowing their light to truly shine.

Research Which Underpins our Curriculum design

Our maths curriculum fulfils the statutory requirements outlined in the National curriculum (2014) and was created based on the principles outlined in the Ofsted research review series: mathematics