Maths
At Stocks Green Primary School, we have specific aims for pupils leaving our school having experienced our mathematics curriculum. We intend for all pupils to develop a deep, secure and adaptable understanding of mathematics, equipping them for future learning, everyday life and the challenges of an increasingly technological and data-driven world.
We follow the White Rose Maths scheme of learning, which provides a carefully structured and progressive curriculum. This enables children to build strong foundations across all mathematical domains, including Number, Calculation, Geometry, Measurement, Statistics, and in Upper Key Stage 2, Algebraand Ratio and Proportion. Our approach is firmly rooted in the Concrete–Pictorial–Abstract (CPA) model, which supports pupils in moving from practical, hands-on experiences, to visual representations, and finally to abstract formal methods.
Our mathematics curriculum ensures that pupils develop secure conceptual understanding and fluent procedures, while also applying their skills in reasoning and problem-solving. Throughout their journey at Stocks Green, pupils are taught to think critically, articulate mathematical reasoning using key vocabulary, and approach unfamiliar problems with resilience and flexibility.
The curriculum is designed to ignite curiosity and foster enjoyment of mathematics. Pupils are encouraged to make connections across different areas of mathematics and apply their learning across the wider curriculum, including science, geography and design technology. Real-life applications such as budgeting, measuring, scaling, data interpretation and logical thinking are embedded, preparing pupils for the demands of secondary education and future careers, many of which may not yet exist.
Progression of knowledge, skills and vocabulary is systematically mapped across the school, ensuring that learning builds cumulatively and securely over time. Retrieval practice and formative assessment are embedded into daily practice, enabling teachers to identify gaps quickly and adapt teaching to meet the needs of all learners, including those with SEND and disadvantaged pupils.
We define progress in mathematics as pupils ‘knowing more, remembering more, and being able to do more’ over time. Assessment information is recorded on Arbor and analysed by subject leaders to continually refine and develop the curriculum in response to pupil needs and national developments.
At Stocks Green, our aim is that every child leaves Year 6 as a confident, resilient mathematician: able to reason, solve problems, and apply their knowledge flexibly and independently, ready for the next stage of their learning journey and for life beyond the classroom.
The knowledge, skills and vocabulary acquired in each year group are set out in our Progression of Knowledge and Skills document, which can be found below. Our full Mathematics Curriculum Statement provides further detail on our intent, implementation and impact.