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Blessed Sacrament Primary School


Maths Curriculum Map


At Blessed Sacrament, we have a clear intent to provide a high-quality mathematics education that equips all our pupils with a deep understanding of mathematical concepts and the ability to apply their skills confidently in everyday life. Our curriculum is built upon the Mathematics White Rose Scheme, grounded in the belief that every child can excel in mathematics when given the right opportunities and support. White Rose Maths has produced long term plans to support mixed year groups. These overviews are designed to support a mastery approach to teaching and learning, and have been designed to support the aims and objectives of the new National Curriculum. 

Teaching for Mastery Approach

At Blessed Sacrament, we believe that every child can achieve mastery in Mathematics. To achieve this, we implement the following key principles:

  1. Depth before breadth: Lessons are designed to provide a deep understanding of mathematical concepts, allowing students to fully grasp each topic before moving on.
  2. Concrete, Pictorial, Abstract (CPA) approach: Students progress from a concrete understanding of concepts using manipulatives and objects, to pictorial representations, and finally to abstract symbols and notation.
  3. Differentiation through depth: Lessons are carefully planned to challenge and support all learners, providing opportunities for students to delve deeper into concepts and apply their understanding in varied contexts.
  4. Small steps of learning: Complex ideas are broken down into small, manageable steps, ensuring students are secure in their understanding before progressing.
  5. Formative assessment: Regular formative assessment is used to identify misconceptions and inform teaching, enabling interventions and support to be provided as needed.
    We aim to develop students' fluency in Mathematics by:
  • Providing regular opportunities for practice and consolidation of key mathematical skills
  • Ensuring students have a solid understanding of number facts and times tables, supplemented by regular practice activities.
  • Promoting mental calculation strategies to help students become fluent in performing calculations accurately and efficiently.
  • Offering regular opportunities for students to apply and practice fluency skills across the curriculum.

    We foster students' reasoning skills in Mathematics by:
  • Integrating reasoning tasks into daily Maths lessons to encourage students to explain and justify their thinking.
  • Providing opportunities for students to analyse and evaluate different mathematical strategies and approaches.
  • Encouraging students to make connections between different areas of Mathematics and apply reasoning skills across the curriculum.


Problem Solving
We promote problem-solving skills in Mathematics by:

  • Providing regular opportunities for students to solve contextual problems that require them to apply their mathematical knowledge and skills.
  • Incorporating open-ended problem-solving tasks that stimulate critical thinking and creative approaches to mathematical challenges.
  • Encouraging students to work collaboratively, discuss, and debate various problem-solving strategies, fostering a positive and supportive learning environment.


High-Quality Curriculum

We provide a well-sequenced curriculum that is aligned with the Mathematics White Rose Scheme, ensuring progression in learning and a comprehensive coverage of mathematical concepts. Our scheme allows for a mastery approach, where pupils develop a thorough understanding of each topic before moving on to the next. This is complemented by carefully planned opportunities for pupils to consolidate and apply their learning in various contexts.

Clear Teaching Pedagogy

Teachers use high-quality teaching strategies that are consistent with the principles of the Mathematics White Rose Scheme. They deliver effective whole-class teaching, using appropriate mathematical language and questioning techniques to encourage pupils' thinking and reasoning skills. They also ensure that concrete manipulatives and pictorial representations are used alongside abstract symbols to support pupils' understanding and problem-solving abilities.

  1. Concrete Stage: Teachers will provide hands-on experiences and manipulatives to enable students to explore concepts in a concrete manner. This may involve the use of physical objects, models, or educational resources that allow for direct interaction and sensory perception.
    • Teachers will introduce concrete materials aligned with the learning objectives of the lesson.
    • Students will be encouraged to manipulate and explore these materials to develop a solid understanding of the concept.
    • Teachers will explicitly link the concrete experiences to the abstract concepts being taught, ensuring clear connections for students.
  2. Pictorial Stage: Following the concrete stage, teachers will introduce pictorial representations to help students visualise and represent the concepts they have explored.
    • Visual aids such as diagrams, pictures, or bar models will be used to represent the concrete manipulatives or objects encountered in the previous stage.
    • Teachers will guide students in interpreting and connecting the pictorial representations to the abstract concepts, encouraging them to express their understanding through discussions and written explanations.
  3. Abstract Stage: Once students have a solid foundation in the concrete and pictorial stages, they will gradually move towards abstract thinking and problem-solving.
    • Teachers will provide opportunities for students to apply their understanding of concepts in abstract and real-world contexts.
    • They will encourage students to use mental strategies, make connections across different areas of learning, and apply problem-solving skills independently.
    • Teachers will provide regular opportunities for formative assessment, feedback, and reflection to support students in bridging the gap between the pictorial and abstract stages.

Differentiation and Personalisation

Through careful planning, teachers provide appropriate levels of challenge for all pupils to foster their mathematical fluency, reasoning, and problem-solving abilities. Differentiation strategies such as pre-teaching, scaffolding, and extension activities allow pupils to access the curriculum at their own level while providing opportunities for stretch and challenge.

Assessment and Feedback

Regular formative assessments, aligned with the Mathematics White Rose Scheme, are used to identify gaps in pupils' knowledge and adapt teaching accordingly. Teachers provide timely and constructive feedback to support pupils' progress, highlighting their strengths and areas for improvement. This feedback is used to inform planning and target interventions, ensuring that all pupils are supported in their mathematical learning journey.

Subject Leadership and Continuous Professional Development (CPD)

The leadership team places a strong emphasis on mathematics, providing dedicated subject leadership to support and guide teachers in delivering the Maths White Rose curriculum effectively. Regular CPD opportunities are provided to enhance the subject knowledge and pedagogy of our teachers, enabling them to stay up to date with the latest developments in mathematical education.


Pupil Outcomes
The impact of our implementation of the Maths White Rose Scheme is evidenced through exceptional pupil outcomes. Our pupils achieve consistently high standards across the mathematical curriculum, demonstrating a deep understanding and proficiency in mathematical concepts. They are able to apply their knowledge confidently, tackle complex problem-solving tasks, and reason mathematically. Pupil progress is closely monitored, and any gaps in learning are quickly addressed, ensuring that every child makes excellent progress.

Engagement and Attitudes
Our pupils have a genuine enthusiasm for mathematics and are motivated to learn. They approach challenges with a growth mindset, embracing mistakes as opportunities for learning and persevering through problem-solving tasks. This positive attitude towards mathematics is fostered through engaging and interactive lessons that promote enjoyment and curiosity.

Sonar Assessment Tracker is updated regular with statements completed and achievements at the end of every half term, e.g. below, working towards, working at. Formal assessments for each end of unit will be carried out, this outcome will aid the teacher’s judgement and linked to Sonar statements. Sonar is cross checked with books to ensure that assessments reflect learning.

Inclusion and Personal Development
Through the effective implementation of the Maths White Rose Scheme, we ensure that all pupils, regardless of their background or starting point, make significant progress in mathematics. The curriculum is designed to be inclusive, promoting a sense of achievement and confidence among all learners. Pupils develop resilience, perseverance, and critical thinking skills that extend beyond the mathematics classroom, supporting their personal development holistically.

Leading to Lifelong Learning
Our intent and implementation of the Maths White Rose Scheme lay a strong foundation for lifelong mathematical learning. By nurturing a deep understanding, problem-solving skills, and a positive attitude towards mathematics, we equip pupils with the necessary skills and confidence to excel in their future educational endeavours and everyday life situations where mathematical thinking is required.

Overall, our commitment to implementing the Maths White Rose Scheme, supported by effective teaching strategies and curriculum planning, has a significant impact on our pupils' mathematical proficiency, engagement, and personal development.