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At Riverside Primary our intent for Mathematics is to teach a rich, balanced and progressive curriculum where children use maths to reason, problem solve and develop fluency in each mathematical area. Through a range of appropriately challenging activities and experiences, we intend all children to remember more and know more ensuring that learning is built upon in subsequent years to develop a deeper knowledge.
We intend to fulfil the duties of the National Curriculum by using its objectives to present children with a range of mathematical opportunities which stimulate and challenge children of all ages and abilities. At Riverside, we teach our children how to make sense of the world around them by developing their ability to calculate, reason and solve problems. We want our children to recognise and understand relationships and patterns in numbers in the world around them.
A typical Maths lesson at Riverside, will provide the opportunity for all children as:
• Activities are differentiated incorporating deeper tasks and challenges.
• Our children have access to high quality lessons that are both challenging and enjoyable.
• We provide our children with a variety of mathematical opportunities, which will enable them to make the connections needed to enjoy greater depth in learning.
• We ensure children are confident mathematicians who are not afraid to take risks.
• We fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
• We make cross-curricular links with our termly topics, local area and current affairs. Through the implementation of the Cornerstone Curriculum, the teaching of Mathematics is extended beyond the daily Mathematics lesson. Links are made, where relevant and purposeful, between Topics and Mathematics. This allows children the opportunity to apply Mathematical skills and concepts, as well as enabling children to see that Mathematics is part of everyday life.
By the time our children leave us to begin KS3, we intend that they have a sound mathematical understanding which they can apply in a variety of contexts and that they are confident, proficient, independent mathematicians who enjoy the subject and wish to pursue it further.


Maths is taught in blocks as a discrete subject, however, is also linked into the Cornerstones Curriculum as much as possible. Whole school visual, written and mental calculation policies illustrate how children are taught to use the four operations of addition, subtraction, multiplication and division. Children are taught to consider whether calculations can be done mentally before attempting a written method. The policies are progressive and build on previous teaching to strengthen and deepen understanding. Terminology and mathematical vocabulary is used consistently across the school. Other whole school initiatives, such as weekly mental maths test, NCETM Mastering Number Programme, Sumdog (KS1 & 2) and Times Tables Rockstars (KS2), support the learning of key multiplication table facts and number bonds, as well as developing fluency and mental calculation skills.
In Early Years, children explore mathematics daily through practical activities in their indoor and outdoor learning environments. There are lots of opportunities for active learning and children are given opportunities to experience maths and solve problems in real life contexts. These daily activities develop children’s mathematical understanding, primarily through play, to meet the needs of Development Matters. The 2 strands of Mathematics taught in the EYFS are Numbers and Shape, Space and Measure.
At Riverside Primary School, quality first teaching is our most important and most effective tool in ensuring that children fulfil their potential in Mathematics. The teaching of Maths follows the White Rose Mastery approach of concrete, pictorial and abstract, ensuring that children are following the model by showing, practising, thinking, solving and explaining. Lessons are sequenced so that new knowledge and skills build upon what has been taught before, lessons are as active as possible and use concrete resources wherever possible to provide practical experiences for our children. Maths is also linked with the wider world so that children can develop an understanding of the importance of number in our society. Children complete pre-tasks at the start of each block, so that teaching can be carefully planned to address any gaps in knowledge and provide challenge for all children. At the end of each block, all children complete a post task and a self-assessment to track the progress they have made. Daily marking, observations, discussions with pupils, focussed questioning, levelled plenary questions and AfL tasks allow staff to assess knowledge and understanding of concepts taught.


Our children will learn through fun, practical active lessons that promote a love of mathematical learning. Outcomes in Maths books, evidence a broad and balanced maths curriculum that enables children to build on their basic skills and opportunities for deeper and critical thinking utilised.
Daily calculations in KS1 and KS2 have enabled the children to build up their fluency with Maths and also their mathematical comprehension. Time is spent on mathematical explanations which gives the children opportunities to explain and reason their thinking, building on previously taught skills.
Children complete post tasks at the end of each block of learning in Maths and this demonstrates the progress and knowledge that the children have gained throughout the block. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS1 and KS2 above the national average, as well an increasingly high proportion of children demonstrating greater depth, at the end of each phase.