Maths
At Redlands Primary School, we are dedicated to developing confident, resilient, and enthusiastic mathematicians. We follow the highly regarded White Rose Maths scheme, which provides a well-structured and carefully sequenced curriculum that supports children in developing a deep and secure understanding of mathematical concepts.
The White Rose Maths programme offers a balance of fluency, reasoning, and problem-solving, with plenty of opportunities for deliberate practice and the use of non-standard examples to challenge thinking and strengthen understanding. This approach ensures pupils can apply their mathematical knowledge flexibly and confidently across different contexts.
We recognise that mathematical learning is not linear. Concepts are revisited and built upon over time, allowing children to make meaningful connections and deepen their understanding. Our teaching is grounded in the Concrete, Pictorial, and Abstract (CPA) approach, supporting pupils to explore ideas hands-on before progressing to more abstract reasoning.
While we primarily follow the White Rose scheme, we understand that every class and child is unique. Our teachers adapt lessons thoughtfully to meet the needs of their pupils, ensuring that learning remains accessible and challenging. This is carefully planned by teachers and regularly monitored by the subject lead to maintain consistency and high expectations across the school.
By fostering a love of maths and encouraging pupils to embrace challenges, we empower them to become confident problem-solvers, logical thinkers, and lifelong learners—fully prepared for the next stage of their mathematical journey.
| Year 6 | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Consolidation throughout |
Number: Place value |
Number: Addition, Subtraction, Multiplication and Division |
Number: Fractions, Decimals and Percentages |
Statistics |
Problem Solving (including SATs revision)
|
Problem Solving and Consolidation |
|
Number: Addition, Subtraction, Multiplication and Division |
Number: Fractions | Measurement: Area, Perimeter | Geometry: Properties of Shape | Number: Ratio | ||
| Measurement: Converting Units | Geometry: Position and Direction | Number: Algebra | ||||
| Measurement: Volume |
| Year 5 | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Number: Place value | Number: Multiplication and Division | Number: Multiplication and Division | Number: Decimals | Geometry: Shape | Number: Decimals | |
| Number: Addition and Subtraction | Number: Fractions | Number: Fractions | Measurement: Perimeter and Area Statistics |
Geometry: Position and Direction | Number: Negative Numbers | |
| Number: Multiplication and Division | Number: Decimals | Number: Decimals | Measurement: Converting Units | |||
| Measurement: Volume |
| Year 4 | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Number: Place value | Number: Addition and Subtraction | Number: Multiplication and Division | Number: Fractions | Number: Decimals | Consolidation | |
| Number: Addition and Subtraction | Measurement: Area | Measurement: Length and Perimeter | Number: Decimals | Measurement: Money | Geometry: Shape | |
| Number: Multiplication and Division | Number: Fractions | Measurement: Time | Statistics | |||
| Consolidation | Geometry: Position and Direction |
| Year 3 | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Number: Place value | Number: Addition and Subtraction | Number: Multiplication and Division | Number: Fractions | Number: Fractions | Measurement: Time | |
| Number: Addition and Subtraction | Number: Multiplication and Division | Measurement: Length and Perimeter | Measurement: Mass and Capacity | Measurement: Money | Geometry: Properties of Shape | |
| Measurement: Time | Statistics | |||||
| Consolidation |
| Year 2 | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Number: Place value | Number: Addition and Subtraction | Measurement: Money | Number: Multiplication and Division | Number: Fractions | Statistics | |
| Number: Addition and Subtraction | Geometry: Shape | Number: Multiplication and Division | Measurement: Length and Height | Measurement: Time | Geometry: Position and Direction | |
| Measurement: Mass, Capacity and Temperature | Consolidation |
| Year 1 | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Number: Place value within 10 | Number: Addition and subtraction within 10 | Number: Place value within 20 | Number: Place value within 50 | Number: Multiplication and Division |
Number: Place value within 100 | |
| Number: Addition and subtraction within 10 | Geometry: Shape Consolidation |
Number: Addition and Subtraction within 20 | Measurement: Length and Height | Number: Fractions | Measurement: Money | |
| Measurement: Mass and Volume |
Geometry: Position and Direction | Measurement: Time | ||||
| Consolidation |
| EYFS | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| FS refer to FS planning | Getting to know you | It’s me 1, 2, 3 | Alive in 5 | Length, Height and Time | To 20 and beyond | Sharing and Grouping |
| Match, Sort and compare | Circles and Triangles | Mass and capacity | Building 9 and 10 | How many now? | Visualise, build and map | |
| Talk about measure and patterns | 1, 2, 3,4, 5 | Growing 6, 7, 8 | Explore 3-D shapes | Manipulate, compose and decompose | Make connections | |
| Shapes with 4 sides | Length, Height and Time | Sharing and Grouping | Consolidation |
White Rose
At Redlands we use White Rose to ensure that our lessons are carefully sequenced and progressive and that there is appropriate breadth and depth to our Maths curriculum. The children are encouraged to use a range of concrete and pictorial resources to support them in their learning; the following quote shows how important the use of resources is for all children,
‘Children must hold maths in their hands, before they can hold it in their heads.’
Children are taught to use sentence stems and to work with a partner to share their ideas before discussing strategies as a whole class.
We aim to support the children in developing their problem solving skills and resilience at working on a problem.
‘It’s not that I’m so smart; it’s just that I stay with problems longer.’ (Albert Einstein)
Year Group Overviews
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Parent videos
Please click on the link to watch some parental guidance videos on Addition, Subtraction, Multiplication, Division, Fractions and Algebra
https://whiteroseeducation.com/parent-pupil-resources/maths/maths-with-michael
There are also a number of links to support children with their learning at home, including free Maths books to download and the interactive 1 Minute White Rose App- which helps the children to develop their fluency and recall.
https://whiteroseeducation.com/parent-pupil-resources/maths- advice for parents
https://whiteroseeducation.com/parent-pupil-resources/maths/free-downloads- maths books to download
https://whiteroseeducation.com/1-minute-maths 1 minute maths app
Progression
Mastering Number
In Early Years and Key Stage 1 we follow the mastering number programme, which helps to consolidate the children's understanding of number alongside White Rose.
Calculation Guidance
Vocabulary Progression
Teaching For Mastery
We aim to incorporate the 5 big ideas for teaching for Mastery in our daily Maths teaching as suggested by the NCETM.
Coherence
Teaching is designed to enable a coherent learning progression through the curriculum, providing access for all pupils to develop a deep and connected understanding of mathematics that they can apply in a range of contexts.
Representation and Structure
Teachers carefully select representations of mathematics to expose mathematical structure. The intention is to support pupils in ‘seeing’ the mathematics, rather than using the representation as a tool to ‘do’ the mathematics. These representations become mental images that students can use to think about mathematics, supporting them to achieve a deep understanding of mathematical structures and connections.
Mathematical Thinking
Mathematical thinking is central to how pupils learn mathematics and includes looking for patterns and relationships, making connections, conjecturing, reasoning, and generalising. Pupils should actively engage in mathematical thinking in all lessons, communicating their ideas using precise mathematical language.
Fluency
Efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils’ minds to think deeply about concepts and problems, but fluency demands more than this. It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems.
Variation
The purpose of variation is to draw closer attention to a key feature of a mathematical concept or structure through varying some elements while keeping others constant.
- Conceptual variation involves varying how a concept is represented to draw attention to critical features. Often more than one representation is required to look at the concept from different perspectives and gain comprehensive knowledge.
- Procedural variation considers how the student will ‘proceed’ through a learning sequence. Purposeful changes are made in order that pupils’ attention is drawn to key features of the mathematics, scaffolding students’ thinking to enable them to reason logically and make connections.
The Five Big Ideas were first published by the NCETM in 2017.
Free websites
Here are a number of free websites that have activities and games that the children can use at home.
https://home.oxfordowl.co.uk/maths/maths-at-home/
http://www.amathsdictionaryforkids.com/
Websites which you can subscribe to:-
https://www.mathletics.com/uk/
Currently on a trial in school: