Mathematics
Intent
At Highwood, mathematics is a discipline of clarity, curiosity, and connection. It teaches our children not only how to calculate, but how to think—how to recognise patterns, test ideas, and solve real problems with reason and precision. We believe every child is entitled to a deep, secure understanding of mathematical concepts and to experience the joy that comes from mastering them.
Our curriculum intent is to:
- Develop fluent, flexible number sense from the earliest years.
- Strengthen children’s ability to reason, problem-solve, and communicate mathematically.
- Equip pupils with the confidence and competence to meet mathematical demands beyond the classroom.
- Foster a lifelong appreciation of mathematics as a creative, logical language of the universe.
Implementation
We follow the White Rose Mathematics scheme—a carefully sequenced curriculum that ensures knowledge builds cumulatively across the years, rooted in conceptual understanding. Lessons are structured through the ‘Concrete–Pictorial–Abstract’ (CPA) model, helping children internalise mathematical ideas through hands-on experience, visual representation, and symbolic notation.
To embed fluency from the earliest stages, we deliver Early Bird Mathematics sessions every morning from EYFS to Year 6. These short, focused fluency bursts reinforce key number facts, arithmetic skills, and mathematical thinking, ensuring children start each day confident and ready to engage.
Additionally, we harness the power of Times Tables Rockstars to secure rapid recall of multiplication facts, which underpin later mathematical success. Through weekly challenges, personalised goals, and Trust-wide competitions, pupils are motivated to rehearse their tables in a joyful, game-based environment.
Across all teaching, children are encouraged to speak in full mathematical sentences, use precise vocabulary, and explain their thinking aloud. This verbal reasoning sharpens conceptual clarity and develops mathematical literacy.
Assessment is formative, responsive, and continuous—teachers identify misconceptions quickly and respond with targeted guidance. Regular low-stakes quizzes and retrieval opportunities ensure that knowledge is not only learned, but retained.
Impact
The impact of our mathematics curriculum is reflected in the confident fluency and depth of understanding shown by our pupils. They do not rely on rote methods—they understand the why, not just the how. They articulate their reasoning, embrace challenge, and approach unfamiliar problems with resilience and curiosity.
By the time they leave Highwood, pupils are not only ready for the mathematical demands of secondary education—they are numerically fluent, logically agile, and confident in their ability to navigate the world through number and reason.
They do not fear mathematics.
They command it.