Mathematics at Fawbert & Barnard’s

Intent

At Fawbert & Barnard’s, we believe that all pupils can achieve in mathematics. We reject the idea that only some children are “maths people”; instead, we ensure every child develops the confidence, resilience and deep understanding needed to become a successful mathematician.

Our maths curriculum is built on a mastery approach, where learning is carefully sequenced and concepts are revisited so that knowledge becomes secure and long-lasting. We aim for pupils to:

• develop strong number sense and fluency
• reason confidently using mathematical language
• apply their understanding to solve real, meaningful problems
• select efficient strategies and approaches independently
• build perseverance and a belief that mistakes are part of learning

Maths at Fawbert & Barnard’s is about deep understanding, not superficial coverage. We want children to leave our school able to think mathematically, articulate their reasoning, and apply skills flexibly in familiar and unfamiliar contexts.

 

Implementation

Curriculum Design

We follow the White Rose Maths scheme of learning as our core structure, adapting it thoughtfully to meet the needs of our pupils and to secure long-term understanding. Lessons blend:

• the National Curriculum
• Ready-to-Progress criteria
• guidance and resources from NCETM and Maths Hubs

This enables pupils to revisit and build upon key concepts throughout the year, supporting strong recall and deep learning.

The Gradual Release Model: I Do – We Do – You Do

To secure understanding, lessons follow a consistent teaching structure across the school:

• I Do: the teacher models the concept clearly, demonstrating thought processes
• We Do: teacher and pupils work together, practising strategies with guidance
• You Do: pupils apply learning independently through fluency, reasoning and problem solving

This approach gives children the support they need while gradually increasing independence and confidence.

Classroom Practice

Across the school, pupils experience:

• daily opportunities for fluency, reasoning and problem solving
• carefully planned variation to deepen conceptual understanding
• the CPA approach (Concrete–Pictorial–Abstract) to secure meaning
• spaced retrieval through mini-quizzes, maths meetings and end-of-unit checks
• rapid intervention and pre-teaching to ensure all children keep up
• adaptive teaching that challenges rapid graspers through depth, not acceleration

EYFS Mathematics

In the Early Years, we follow the White Rose Maths EYFS scheme, enriched with NCETM and Maths Hub materials. Children build strong foundations in:

• number and numerical patterns
• subitising
• composition of numbers
• shape, space and measure
• mathematical talk, noticing patterns and persevering

Practical experiences, manipulatives and rich talk underpin mathematics in Reception.

Impact

By the time pupils leave Fawbert & Barnard’s, we expect them to be confident, reflective and fluent mathematicians with secure conceptual understanding.

We evaluate impact through:

• pupils’ ability to recall facts and procedures efficiently
• their confidence in choosing appropriate strategies for different problems
• their use of mathematical vocabulary and ability to explain their reasoning
• their ability to make connections across concepts
• strong outcomes in books, quizzes and assessments
• evidence of growth in resilience, independence and problem-solving behaviours

Above all, we want pupils to leave our school with a positive attitude to mathematics, believing they can succeed and equipped with the skills they need for secondary school and beyond.