Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.

Our intention is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject (National Curriculum, 2014) Furthermore, equity in mathematics education means that individual is supported to succeed mathematically. Expert teaching for equitable mathematics education uses an appropriate and inclusive pedagogy and curriculum (NCETM 2025).

At Race Leys, we aim for children to develop the mathematics skills and understanding required for later life, but also to foster an enthusiasm and fascination about Maths itself. We aim to increase pupil confidence in Maths, so they are able to express themselves and their ideas using the language of maths with assurance. Teaching is underpinned by a belief in the importance of Mathematics and that the children can succeed in learning mathematics in line with the age-related expectations for their current year group. They should have the opportunity to deepen their understanding by tackling challenging and varied problems rather than extend with new learning.

Our mathematics curriculum is implemented through the White Rose Maths scheme. This structured approach was adopted to guarantee consistency and high standards across all areas of the mathematics national curriculum.
A typical mathematics lesson is sequenced to ensure deep and secure understanding:

• Flashback 4: Lessons begin with a retrieval practice activity, known as ‘Flashback 4’, designed to reinforce prior learning and embed knowledge into long-term memory.
• Targeted Practice (‘On the Boil’): This section is strategically utilized to address specific learning gaps for some pupils, while simultaneously providing challenges and opportunities to deepen the conceptual understanding for those who have grasped the main concept.
• Core Learning: The session then transitions to the introduction and exploration of the new main learning objective.

By the end of KS2 we aim for the impact for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. All of this combined will help to use Mathematics functionally in their everyday lives.

Maths Ambassadors

Student Voice

Curriculum Documents