Intent

 

 

At Crawley Ridge Junior School, our intent for mathematics is to deliver a rich, balanced and progressive curriculum that develops pupils’ fluency, reasoning and problem‑solving skills, alongside secure conceptual understanding. Lessons are child‑centred, engaging and purposeful, promoting a positive and confident attitude towards mathematics. We aim for pupils to recognise the relevance of mathematics in everyday life and the wider world.

Our mathematics curriculum is informed by the White Rose Maths scheme, which we use flexibly to ensure that units are adapted, sequenced and taught in ways that best support the needs of our children, allowing them to make meaningful connections and build secure understanding.

Mathematics – Implementation

A mastery approach underpins the teaching and learning of mathematics at Crawley Ridge Junior School. Teaching is carefully planned to build understanding through small steps and uses the Concrete, Pictorial and Abstract (CPA) approach to develop fluency and depth of understanding.

While the White Rose Maths scheme provides a guiding structure, teachers adapt units and select resources to ensure learning is responsive, inclusive and appropriate for each cohort. Planning is further enriched through guidance and resources from NCETM and NRICH, supporting high‑quality mathematical talk and reasoning.

Key features of implementation include:

• Teaching in small, progressive steps
• A ping‑pong style of delivery to encourage discussion and check understanding
• Consistent use of CPA and the bar model to support reasoning and problem solving
• Explicit teaching of mathematical vocabulary and key questions
• Frequent opportunities for verbal and written reasoning
• Regular problem‑solving tasks that draw on multiple concepts
• Clear modelling of methods and strategies, including efficient approaches
• Opportunities for pupils to work at greater depth
• A strong commitment to inclusion, with appropriate support and challenge for all learners

Mathematics – Impact

As a result of this approach, pupils at Crawley Ridge Junior School become confident, resilient and articulate mathematicians. They demonstrate secure fluency, can reason clearly using appropriate mathematical language, and apply their learning effectively to problem‑solving situations. Pupils understand the relevance of mathematics beyond the classroom and are well-prepared for the next stage of their learning.