New Milton Junior School Mathematics Intent Statement

At New Milton Junior School, our mathematics curriculum reflects our whole-school vision and values, promoting high aspirations, resilience, responsibility and a love of learning. We strive to create a learning environment in which children can learn independently and collaboratively, develop confidence and curiosity and achieve success in mathematics both within school and in their everyday lives.

We believe mathematics is a vital life skill that underpins problem-solving, logical reasoning and critical thinking. Our curriculum is designed to nurture confident, capable and articulate mathematicians who enjoy mathematics, embrace challenge and persevere when faced with difficulty. Children are supported to develop enjoyment and curiosity for maths, enabling them to understand and make sense of the world around them through mathematical reasoning.

Our mathematics curriculum delivers the National Primary Curriculum and follows a mastery approach. This is underpinned by the principles of the National Centre for Excellence in the Teaching of Mathematics (NCETM). Learning is carefully sequenced into small steps to ensure pupils develop deep, secure conceptual understanding before moving on. We follow the three aims of the National Curriculum: fluency, reasoning and problem solving, enabling pupils to apply their mathematical knowledge in a wide range of real-life and investigative contexts. Mental arithmetic is prioritised, with regular opportunities for pupils to use and apply mathematics in meaningful situations.

We use a Concrete, Pictorial and Abstract (CPA) approach alongside precise mathematical language and high-quality representations to support understanding. Oracy is central to our curriculum, with pupils encouraged to articulate their thinking, justify strategies and engage in purposeful mathematical discussion. Through effective planning, adaptive teaching and purposeful assessment, we aim to develop independent, resilient learners with positive attitudes towards mathematics and the skills and confidence needed for future learning.

Mathematics is taught daily. Lessons typically begin with whole-class teaching, where new concepts or skills are introduced through rich mathematical discussion, supported by high-quality concrete and visual representations. Guided practice follows, allowing pupils to work collaboratively, use concrete apparatus, share ideas and explain their thinking. This leads to independent practice, demonstrating secure fluency and confident application of skills.

Teaching and learning are inclusive and ambitious for all. The majority of pupils are expected to progress through the curriculum together, with depth of understanding prioritised over speed. Decisions about progression are based on pupils’ security of understanding and readiness to move on. Tasks are varied to meet the needs of all pupils, giving scaffolds where appropriate and ensuring challenge for all pupils. Rich, sophisticated reasoning and problem-solving opportunities are provided before any acceleration through new content. Misconceptions are clarified and gaps in learning addressed through ongoing AfL, timely feedback and intervention.