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Camrose Primary School

Mathematics at Camrose


At Camrose Primary School we are passionate about promoting high standards of mathematical understanding. Our ambitious maths curriculum equips all our children with the necessary skills in mathematics by providing pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach to help them solve the problems found in lessons and in everyday life.

The Math Curriculum Progression Grid shows what will be covered by all children and how skills and knowledge are developed as the children progress through the school.

Math Progression Grid


The intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future.

We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics, develop their curiosity about the subject, and to experience success in the subject.


The majority of pupils will move through the programmes of study at broadly the same pace.... Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on

  • Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
  • Pupils are taught through whole-class teaching, where the focus is on all pupils working together on the same lesson content at the same time.
  • Differentiation is achieved by emphasising deep knowledge and/or through individual support and intervention.
  • If a pupil fails to grasp a concept or procedure, this is identified within the lesson structure and timely intervention ensures the pupil is best placed to move forward.
  • Key facts such as multiplication tables and addition facts within 10 are retained through retrieval practice to develop automaticity; this avoids cognitive overload in the working memory and enables pupils to focus on new concepts.


Children demonstrate quick recall of facts and procedures. This includes:

  • The recollection of the times tables.
  • The flexibility and fluidity to move between different contexts and representations of mathematics.
  • The ability to recognise relationships and make connections in mathematics.
  • Children show confidence in Believing that they will achieve.
  • Children show a high level of pride in the presentation and understanding of the work

Ongoing formative assessment enabling teachers to be responsive to our children's needs. Furthermore, our lesson design structure is shaped in a way that ensures misconceptions are identified during the lesson and immediately addressed at the point of learning.

Termly teacher assessment, alongside standardised tests, are used to help identify any gaps there may be in a pupil's understanding