At the Trent Rylands Federation, we believe mathematics is an important part of children’s development
throughout school, right from an early age. We intend on delivering a curriculum which:
➢ Allows children to be a part of creative, fun and engaging lessons that will give them a range of
opportunities to explore mathematics following a mastery curriculum approach.
➢ Gives each pupil a chance to believe in themselves as mathematicians and develop the power of
resilience, perseverance and curiosity when faced with mathematical challenges.
➢ Involves all children and entitles them to the same quality of teaching and learning opportunities,
so that each child can achieve their full potential.
➢ Builds upon previous learning to make rich connections across mathematical ideas so that all
children develop fluency in the fundamentals of mathematics, secure mathematical reasoning skills
and develop competence when solving problems.
➢ Enables children to recognise the importance of Maths in the wider world so that they are able
to use their mathematical skills and knowledge confidently across the curriculum and also in
their current and future lives in a range of different contexts.
➢ Is in line with the expectations in the National Curriculum 2014 :
– become fluent in the fundamentals of mathematics, including through varied and frequent
practice with increasingly complex problems over time, so that pupils have conceptual
understanding and are able to recall and apply their knowledge rapidly and accurately to
– reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical
– 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.
As the Education Inspection Framework puts it
“A great mathematics curriculum should, help pupils to ‘gain enjoyment through a growing self-confidence
in their ability’. Maths ‘nurtures the development of a logical and methodical mindset’ and gives us
incredible tools to help us to understand the world. It can open doors for our pupils in a dazzling array of
fields, such as engineering, physics, architecture, medicine and business, and literally transform lives.”
This philosophy underpins our mathematical intent in the Trent Rylands Federation.


The EYFS uses the Statutory EYFS framework 2021 alongside the Development Matters Document 2021 to ensure that the children have built firm foundation for future maths learning. In Key Stage 1 and 2 The New National Curriculum 2014 for mathematics describes what must be taught in each key stage. This ensures continuity and progression in the teaching of mathematics. In F1, we focus our learning through play and direct teaching, on laying the foundations for mathematical understanding. We focus on the 4 principles of counting, along with the language involved with wider shape and space areas of learning. Teachers plan lessons and interactions achieving an end goal, through
thorough day-to-day assessment for learning.
From F2 through to year 6 , we follow the White Rose Schemes of Work, to support teachers with their planning
and assessment. The emphasis on number skills (place value, the four operations and fractions) are taught first, carefully ordered, throughout the primary curriculum. For some other topics, the order isn’t as crucial, e.g. Shapes and Statistics come after number, but don’t depend on each other. We try to mix these so pupils have as wide a variety of mathematical experiences as possible in each term and year.
Alongside this, The Calculation Policies for Addition and Subtraction, and Multiplication and Division are used within
the federation to ensure a consistent approach to teaching the four operations over time.
Mathematics is important in everyday life; with this is mind, the purpose of Mathematics at The Trent Rylands Federation is to develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. All children are challenged and encouraged to excel in Maths. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding.
Arithmetic and basic maths skills are regularly practised to ensure key mathematical concepts are embedded and
children can recall this information to see the links between topics in Maths. We encourage resilience and acceptance that struggle is often a necessary step in learning. Children are encouraged to challenge themselves through carefully planned reasoning and problem solving activities through a range of strategies which includes direct teaching, questioning , demonstrating, modelling and discussing. We offer a whole class, mixed ability approach to teaching and learning, which provides opportunities for whole class teaching , group work, paired work and individual work .
In Summary
➢ Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes.
➢ Maths interventions are used to support children who have gaps in their learning/ understanding or who have misconceptions. These range from 1:1 tutoring to small group intervention both within and outside the daily lesson.
➢ Children who show their understanding at a deeper level within a unit, have opportunities to apply these skills in greater depth activities. These are challenging and ensure the children are using more than just one skill to be able to answer the mathematical problems.
➢ Children with additional needs are included in whole class lessons and their teacher provides scaffolding and
relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
➢ Pre and post assessments are used to ensure teaching is delivered at the point of “need.” Consolidation lessons are used to revisit previous learning and ensure Maths skills are embedded.
➢ At Beeston Rylands Junior School homework is set via the online learning platform Mathletics to develop and review children’s learning.
➢ Where possible, links are made with other subjects across the curriculum



The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Our mathematics curriculum ensures that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life.

Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer.

The White Rose Maths scheme of learning addresses preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our children have a good understanding of their strengths and targets for development in maths and what they need to do to improve.

Our maths books evidence work of a high standard of which children clearly take pride; the books are consistent across the classes within year groups and the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving. There is good evidence of challenge for all children.

Our feedback and pre and post learning interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion of children are on track or above.

Our school standards are high, we moderate our books both internally and externally and children are achieving well. We are able to maintain high standards, with achievement at the end of KS2 in line with national average and a  proportion of children demonstrating greater depth, at the end of each phase .