Thornham St James C.E. Primary School
At Thornham St. James, we believe every child is a natural mathematician with the curiosity and potential to explore, question, and solve problems in the world around them. Guided by our vision, 'Journeying Together, We Shine,' we seek to inspire confidence, creativity, and resilience in our pupils as they engage with mathematics. Our aim is to develop enthusiastic and independent thinkers who see the value and beauty in mathematics and feel empowered to apply their skills with purpose and confidence.
We strive to cultivate a love for mathematics by nurturing skills that transfer beyond the classroom and support lifelong learning. Our goal is for pupils to embrace mathematics as both a practical tool and a discipline of creativity, problem-solving, and logical reasoning. We want all pupils to have high aspirations and view themselves as mathematicians who are capable of excelling in areas such as engineering, data science, medicine, finance, and teaching.
Our mathematics curriculum is designed to foster fluency, reasoning, and problem-solving abilities, building a deep understanding of mathematical concepts that pupils can apply across disciplines. We want all pupils to not only master the curriculum but to do so with enthusiasm and pride, viewing mathematics as an empowering, engaging subject. As with writing, we encourage pupils to approach mathematics with intrinsic motivation and a sense of purpose, striving to produce high-quality work they can be proud of.
Through carefully structured units and real-life applications, we aim for our pupils to experience mathematics in a way that feels meaningful and relevant. This ensures all pupils, including those with SEND, have access to a high-quality, challenging curriculum that nurtures their ambitions and prepares them for future opportunities and responsibilities. Identifying and addressing gaps in knowledge is a
Curriculum Implementation
At Thornham St. James, we aim to inspire a deep fascination and confidence in mathematics, providing a carefully sequenced curriculum that builds secure knowledge, develops fluency, and supports problem-solving in real-world contexts. Guided by Ofsted’s recommendations, Rosenshine’s Principles of Instruction, and the White Rose Maths curriculum, our approach ensures a progressive curriculum where pupils acquire a strong mathematical foundation, enabling them to tackle increasingly complex concepts with independence and resilience.
Our teaching approach is grounded in explicit instruction and progressive practice. Each new concept builds upon prior knowledge, with core skills revisited regularly to reinforce learning and promote long-term retention. Teachers carefully introduce topics in small, manageable steps, allowing pupils to develop a thorough understanding of each element before advancing. This cumulative structure aligns with Ofsted's emphasis on avoiding cognitive overload and embedding knowledge through carefully paced progression.
Fluency in foundational skills is central to our curriculum, with dedicated time for practising arithmetic and mental calculations. Through regular, spaced practice, pupils develop automaticity in recalling number facts and basic operations, which lightens the cognitive load when tackling more challenging problems. In line with Ofsted’s recommendations, we use manipulatives and visual aids to support conceptual understanding, particularly for younger pupils or those requiring additional support, ensuring that each child builds a solid foundation before transitioning to more abstract thinking.
Our commitment to mathematical reasoning and problem-solving is evident across all lessons. We provide opportunities for pupils to engage in meaningful tasks that require logical thinking, analysis, and perseverance. Rather than solely procedural exercises, our tasks encourage pupils to explore, question, and apply their knowledge to varied contexts, helping them see mathematics as a practical tool for navigating challenges both inside and outside the classroom. By regularly discussing their thought processes and solution strategies, pupils develop confidence in articulating their reasoning and deepen their understanding of mathematical concepts.
We place a high value on communication and oracy in mathematics, encouraging pupils to discuss their reasoning, explain their thinking, and evaluate solutions. This focus on verbal expression mirrors the oracy skills central to our writing curriculum and supports pupils in developing a deep understanding of mathematical concepts. By verbalising their mathematical thinking, pupils strengthen their ability to analyse problems, clarify their ideas, and engage collaboratively, which in turn builds confidence and precision in their mathematical reasoning.
Using Rosenshine’s scaffolding approach of 'I do, We do, You do,' teachers model problem-solving methods, then guide pupils through structured practice before encouraging independent application. This method fosters confidence and autonomy, as pupils progress from supported learning to working independently. Throughout the learning process, teachers consistently check for understanding, providing immediate feedback to address any misconceptions and keep pupils on track.
Real-world applications are embedded throughout our curriculum to help pupils connect mathematics with everyday life and understand its relevance beyond the classroom. Pupils apply their mathematical knowledge to practical scenarios, such as budgeting in geography or data collection in science, seeing how mathematics supports their broader learning. These cross-curricular connections reinforce the application of mathematical skills, fostering a sense of purpose and excitement.
To assess the impact of our curriculum, we use both formative and summative assessment strategies that inform our planning and help us meet the needs of all pupils, including those who are disadvantaged or have SEND. Formative assessments, such as verbal feedback and pupil self-evaluation, are integrated throughout each unit, encouraging pupils to refine their thinking and make improvements. Summative assessments align with our curriculum goals, measuring fluency, reasoning, and problem-solving skills, and providing a clear picture of each pupil’s progress and areas for development.
By implementing a curriculum grounded in Ofsted’s recommendations, Rosenshine’s principles, and the White Rose Maths curriculum, Thornham St. James ensures a progressive, structured learning journey where all pupils, regardless of their starting point, develop a deep, enduring understanding of mathematics. They leave our school as confident, capable mathematicians, ready to approach
Curriculum Impact
To assess the impact of our mathematics curriculum, we use both formative and summative assessments to ensure pupils meet the high expectations we set. Our approach includes the use of the Ready to Progress statements, which define key end points, highlighting the essential knowledge and skills pupils must acquire before advancing to new concepts. This framework ensures that pupils build a secure foundation as they progress through the curriculum.
Formative assessment is integral to our daily practice. Teachers assess understanding throughout each lesson, using verbal feedback and peer evaluation to support pupils in refining their thinking and making immediate improvements. If required, pupils engage in 'rapid response' interventions, targeting specific areas identified through daily assessments. For longer-term support, we employ Doodle Maths interventions to address any knowledge gaps, ensuring that every child remains on track to achieve their learning goals.
Our comprehensive approach to curriculum impact includes:
- Classroom Check-ins: Observing pupils’ engagement, participation, and application of mathematical knowledge, ensuring they understand and retain core concepts.
- Pupil Book Looks and Voice: Engaging with pupils to review their work and discuss their learning, assessing their confidence, reasoning, and problem-solving abilities.
- Professional Development for Teachers: Ensuring staff have deep subject knowledge and access to evidence-informed teaching practices, such as retrieval practice, interleaving, and explicit instruction.
- Assessment and Achievement: Using assessment data to guide teaching and inform curriculum adjustments, so all pupils, including disadvantaged and SEND students, achieve strong outcomes.
Through frequent opportunities to practice, apply, and reflect on their learning, pupils at Thornham St. James grow as capable, confident mathematicians. They develop essential skills in problem-solving and logical reasoning, equipping them to apply mathematics in increasingly sophisticated ways as they progress through school. In line with our vision, our pupils truly shine, equipped to navigate the world with confidence in their mathematical abilities.
Maths Curriculum Progression Year Groups
Maths Curriculm Progression Strands
