What is our rationale for the content choices?

“Together we’re building a whole culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress.  No matter what their starting points, we help teachers and learners everywhere to achieve excellence.” White Rose Maths

The South Hams Federation is using the White Rose Maths Units in order to teach a mastery curriculum in Mathematics.  Teaching for mastery is crucial in embedding skills and knowledge in students. The recent National Curriculum in mathematics underlines the importance and value of teaching approaches that give students the best chance of securing both deep understanding of mathematical concepts and fluency in applying them.

There is a termly plan for each year group from Year 1 to Year 6; each term is split into twelve weeks. You will see from the overviews that a significant amount of time is devoted to developing key number concepts each year. This is to build their fluency as number sense will affect their success in other areas of mathematics. Students who are successful with number are much more confident mathematicians. Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.

In the South Hams Federation we work towards promoting a lifelong love for learning where all children can learn alongside each other.


Curriculum map- In Curriculum file showing the different units from FS- Y6

How are you teaching Maths?

  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Medium Term planning is taken directly from the White Rose Planning Schemes.
  • Mastery is at the heart of the planning and teaching process, enabling all children to be able to access the curriculum content while moving along at the same pace.
  • Maths is taught daily with a mental maths or arithmetic lesson taught weekly.
  • Children identify their targets at the beginning of a unit and reflect on these at the end.
  • Mathematical vocabulary is explicitly written within the each year group’s weekly planning – this is discussed with children who are encouraged to use it independently. Children are given opportunity to reason and solve problems regularly; learning is varied and allows for deep and secure understanding.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
  • Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content.
  • Half termly the maths unit is assessed and recorded in the Maths progress books. This is used as a further piece of evidence to mark against the objectives obtained from Teaching Mastery for mastery and greater depth in each year group.
  • The planning contains the objective, vocabulary, resources needed and key questions.
  • Children ‘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. Children are developing skills in being articulate and are able to verbally, pictorially and in written form reason well.
  • Children work both collaboratively and independently solving problems, which require them to persevere and develop resilience.
  • Mini plenaries throughout the lesson to check for misconceptions and understanding
  • Peer talk – mixed ability pairing
  • Resources – Ensuring that the concrete is taught alongside the pictorial and abstract.
  • Mathematics in our school is enhanced by our individual class working walls, they are designed to aid children through each topic.
  • Parents are informed of and encouraged to be involved in our school mathematics implementation through maths homework, TT Rockstars challenges, parent’s evenings and yearly reports. Teachers are also all available for parents to speak to both before and after school.

How do you build on the skills from each year group?

  • Use a whole school planning system through the use of White Rose Maths planning.
  • Teachers are given the progression of skills within each planning unit
  • Each year group builds upon the skills previously learnt
  • See the progression of skills in each year group
  • Targets and focuses are skills based for each year group
  • Teachers complete AFL on planning

Staff Training

  • Maths Subject Leader briefing
  • Insets delivered by Subject Leaders
  • Dependent on the Federation key priorities we may additionally invest in Babcock leaders for twilight CPD sessions.


  • Every child will achieve and a greater percentage of pupils will demonstrate learning at greater depth in mathematics, regardless of their starting points. This will be achieved through the provision of learning that provides opportunities for pupils to deepen their subject knowledge and understanding, and allows them to apply reasoning and problem solving skills in a wide range of differing contexts. This is evident in every child’s maths book.
  • Teachers will provide opportunities for pupils to apply learn independently encouraging independent resourceful learners across the curriculum.
  • Teachers will deepen their subject knowledge in mathematics, and challenge pupils learning and through teachers rapidly addressing pupil’s misconceptions via skilful, timely “effective questioning”.
  • Every child will use feedback well to improve their work in every subject and will easily identify their individual targets and the purpose of what they are learning. Children have a Growth Mindset and they make measurable progression against their own targets.
  • Every child will not only feel challenged but will feel supported by every adult, their peers and the classroom environment, as well as boosted at home.
  • Children make good or better progress from their starting points
  • Through using a whole school planning approach, children are able to build upon their understanding without repeating unnecessarily.
  • The use of the White Rose Scheme ensures that teachers are very clear as to what the expectations are for their year group and can easily see what the content of the year groups before and after are.
  • Year 6 – 90% of pupils achieved the expected standard (increase in GD pupils since 2016)
  • High quality teaching and learning prevents a disparity between groups of children, equity for all. Looking specifically at DTD, PP, SEND groups.
  • Our school standards are high, we moderate our books both internally and externally and children are achieving well.

Moderation takes place in own school/ within Federation/ SDPP/ Local authority


Focus for action/key priorities:

To continue to embed a consistent approach to the teaching of mastery and fluency in maths, with a focus on reasoning and problem solving. By providing opportunities for learning in curriculum subjects to be transferred in different contexts, pupils can reason, problem solve and explain their understanding and learning to others at greater depth.