Maths Curriculum Statement

At Carnagill School, our curriculum is built around the attitudes and values of independence, curiosity, aspiration, commitment, kindness and pride.  Our school motto of ‘Inspiring Bright Futures Together’ demonstrates our commitment to developing the whole child so that they can succeed in life. Mental health and well-being is a key driver in restoring our school community after the disruption of the pandemic.


At Carnagill School, the curriculum we offer is based around the four key principles of:

We underpin all of this with:


Carnagill Primary School is a new school and has moved forward and redefined itself under the leadership of the new Headteacher. Rapid improvements have been made in Mathematics to ensure children have the basic number skills they require for life and the ability to reason, and problem solve effectively. The new vision and values feed into all aspects of school life and  curriculum.

Within our unique school community, children’s experiences of maths can be very varied. Many of our pupils from military families may have experienced multiple mid-year moves, which often result in significant gaps in their maths teaching due to different aspects of the curriculum being taught at different times in different schools. Any negative parental experiences of maths can also impact on children’s attitudes to the subject and their pre-school maths experiences. Many children arrive in EYFS lacking both the vocabulary and number skills expected for their age. A key priority is to develop this basic sense of number and expose them to a rich counting environment, which includes the essential mathematical vocabulary, through nursery rhymes, counting games and real-life experiences of maths through visits or role play.

Engaging parents in maths learning is another key priority to ensure that pupils can revisit and practice their maths through homework, as some areas, such as the recall of multiplication tables, are a vital skill that need to be practiced both at home and at school.

During the pandemic, engagement was better with Maths based tasks than with English. However, this was usually with the 5 a day and calculation tasks, rather than more complex or problem-based learning. The impact of the pandemic is being seen across school, from our EYFS who are finding it challenging to adjust to school after so much time at home, to our older pupils who not only have gaps in their learning, but are really struggling with mental health, self-esteem and resilience.

At Carnagill, we wish to create life-long learners. The often insular nature of military life means that we need to provide real life experiences and concrete examples of maths in action to ensure children see the practical application and possibilities maths can afford them so they aspire to future careers in STEM.


At Carnagill we want children to:

  • Develop independence in their learning, securing basic mathematical skills and procedures, making links to other areas of maths and using metacognitive strategies to understand how they learn, and so become resilient mathematicians.
  • Take pride in their maths work, working neatly and carefully to show their working out before sharing it.
  • Be curious mathematicians who use their knowledge of mathematical procedures and numbers to question, check answers and try different ideas. Take an interest in maths around them, in Science and in Art, and wonder about wider questions linked to mathematical concepts and number.
  • To show commitment to their learning and build resilience to become effective problem solvers.
  • See kindness and support given through effective teaching of a curriculum that is accessible for all, and that creates an appropriate level of challenge that continues to move all pupils forward. Show kindness when working collaboratively with peers to problem solve, and through well-chosen concrete resources that are available to all to choose to use as a visual aid.
  • Aspire to STEM subjects as a future career path, broadening their horizons and seeking challenge.


Where maths has previously been taught in mixed age classes, it is now taught to pure year groups. The White Rose planning scheme forms the basis of our maths curriculum and means that all NC objectives are covered and the small steps approach ensures these objectives are built on and covered in depth. Staff are also aware of resources available from other places such as Planpanion (formerly deepening understanding), NRICH and NCETM. These resources are used as a supplement to White Rose resources and enable teachers to use further models and challenge the children in different ways.   As part of the drive to maximise progress in the wake of multiple lockdowns, the ‘Ready to Progress Criteria’ is also used to ensure that gaps are identified and plugged. The maths curriculum is implemented in a structured and engaging way to maximise pupil engagement. ​

Furthermore, following on from recent MTC and SATS results, it is evident that multiplicative thinking in KS2 needs to be improved.

Key features of our implementation are as follows:​

  • Unit cover sheets are tailored to our school and pupils. They support planning and progress for all, and ensure the systematic teaching of skills.
  • Access to concrete and visual aids in all classrooms ensure equity of support for learners.
  • Lessons follow a metacognitive structure: Activating Prior Knowledge (APK); Strategy, Modelling and Memorisation (SMM); Guided Practice (GP); Independent tasks; and Structured Reflection.
  • Embedding key skills and mathematical knowledge are at the core of the curriculum: a focus on basic skills in lessons, through the NCETM Mastering Number Program in EYFS, KS1, year 4 and year 5 as well as through 5 a day in KS2 which ensures that children are equipped with the fundamental number and calculation skills they need to make progress.
  • Vocabulary development and mathematical talk are key features of all lessons.
  • Metacognitive strategies and thinking are encouraged through the use of careful questioning and structured reflections to discuss strategies, links and learning steps.
  • Knowledge is acquired through high quality, interactive and engaging delivery​ with opportunities to discuss, practice, explore, explain and apply learning throughout the lesson.
  • Opportunities for depth and challenge at all levels is built into planning sequences.
  • Independent learning opportunities and collaborative problem solving encourage resilience and ownership of learning.​
  • Real life mathematical scenarios and themed weeks e.g. PFEG money week and STEM week, celebrate maths, give opportunities for enterprise and help to secure pupils’ understanding of the application of Maths in the wider world.
  • Ongoing formative assessment in lessons and the use of Insight as well as summative assessments including end of unit assessments and White Rose termly assessments ensure that gaps are quickly highlighted and any children falling behind can be supported.
  • IDL is used as an intervention to support struggling children. It provides a tailored approach to close any gaps that a child has.


Children are provided with a variety of resources, which are continually updated throughout the year linked to the current maths theme. They are available to be used independently or as a class. The resources allow the children to learn and extend their learning from the taught maths sessions. The learning is focused on Number, Numerical Patterns alongside shape, space and measure. These resources alongside the use of Master the Curriculum (Nursery) and White Rose Maths and Mastering Number (Reception) ensure children are taught mathematical concepts, vocabulary and skills which can then be applied and built upon as they move into Key Stage 1 and beyond.


The maths curriculum at Carnagill has been carefully designed to ensure maths is achievable for all including children with SEND. Children with SEND will take part in the maths lessons with their peers and receive the necessary support that they may need. When required, staff are able to adapt their teaching and resources to allow each child to develop their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence.


Children will:

  • Be more confident and independent mathematicians, showing increased resilience and dedicating time to tackling challenges and problems of increasing complexity.
  • Speak with clarity and use mathematical vocabulary with precision and accuracy.
  • Have metacognitive and learning strategies to support them when tackling mathematical problems, help them reflect on their learning and progress, recognise their achievements and take pride in their learning.
  • Calculate accurately and efficiently across all four operations and develop confidence and competence in these life skills to use them in the future.
  • Make good progress in their mathematics.
  • Have a secure understanding of mathematical vocabulary and use, apply and develop this as they move through school.
  • Enjoy their learning, be ambitious and see maths as a potential aspect of their future career.

Maths progression

Maths Curriculum