Pupils will understand maths which provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power of mathematics. Maths will give the pupils an opportunity to practice, recall and apply the fundamentals to increasingly complex problems.

Pupils will be taught over a series of lessons which include:

  • Revisiting previously taught knowledge and skills;
  • Mathematical vocabulary;
  • Exposure to fluency, reasoning and problem solving;
  • Concrete concepts, pictoral representations and abstract methods

At Gawthorpe Community Academy we expose our pupils to a breadth of challenges, inspires learners to develop a love of mathematics and encourage them to appreciate the beauty and possibility of number! Through the use of carefully selected resources we intend to scaffold and challenge our leaners to enable them to develop confidence and efficient strategies to make a positive contribution to the wider world.


The essence of mathematics is not to make simple things complicated, but to make complicated things simple. ~ Stan Gudder

Mathematics is the music of reason. -James Joseph Sylvester

Maths Statement of Intent

We take the National Curriculum statements and supplement this with the Maths Hub schemes of learning to support teachers to plan in small progressive steps. We provide an enhanced version of this through the use of carefully selected resources such as Beam, Spotlight, Abacus and Testbase to scaffold and challenge our leaners with contextual problems. Exposing our Learners to a breadth of challenges, inspires learners to develop a love of mathematics and appreciate the beauty and possibility of number! The expectation is that the majority of learners will progress at the same pace however, decisions about when to progress are based on the security of learners understanding. Learners who grasp concepts rapidly are challenged with a variety of problems.

As a result, learners develop a critical engagement with mathematics, are able to develop their confidence through fluency, reasoning and problem solving.

We map the National Curriculum for mathematics into a coherent and sequential progression model that outlines the skills, knowledge and vocabulary needed at each key stage that will build towards learners being able to use and apply their knowledge, skills and understanding across a range of mathematical concepts, making purposeful links. In this way we clearly outline the sequence of learning in mathematics so that teachers can build on this at each stage. The subject leader supports teachers in using the Maths Hub Scheme of Learning to inform their medium and short terms plans, drawing links to other mathematical domains and curriculum areas where appropriate and making these links explicit.

Vocabulary is purposely and progressive to allow children to develop their oracy and leave school being able to articulate their understanding of maths. Questions are planned in advance to target pre-empted misconceptions and enable develop their explanations and methodology. This is linked to the progression grid so that over time children know more and remember more.

The maths leader is participating in a teacher research group, delivered by a local leader of mathematics, and implementing the principles of mastery across school.  The maths leader supports with both subject and pedagogical knowledge.


We ensure that teachers of mathematics including those who are non specialists have excellent subject knowledge and leadership supports the acquisition of this for Early career teachers

Based on Rosenshein’s theory, Learners have the opportunity to revisit and build on prior learning. Learners are given the opportunity to practise and applying their new acquired knowledge, skills and understanding through a wide range of activities during daily maths lessons. We offer high quality modelling, opportunities for learners to problem solve and provide opportunities for them to demonstrate their understanding and develop their learning through effective questioning.  Learners will be exposed to a range of representations to support them in developing a secure understanding of mathematical concepts.

Learners are given the opportunity to improve and evaluate their learning as result of scaffolding and feedback. Learners build on and develop their tier 2 and 3 vocabulary to enable them to talk about their learning and the processes they have undertaken to achieve an outcome. Classroom displays promote the vocabulary specific to current learning and modelled examples. Daily maths lessons ensure fundamental basic skills are revisited and consolidated for example times tables (TTRS).


When they leave each phase, Learners have the knowledge, skills and vocabulary necessary to progress to the next stage of their learning. As a result of high quality teaching, Learners make sustained progress in mathematics and develop the competence to reason and problem solve confidently and efficiently enabling them to make a positive contribution to the wider world. Pupil voice will show that children can talk about their enjoyment and understanding of mathematics using the correct vocabulary, measured against our age-based progression grids. Learners books will reflect the positive attitude and resilience in mathematics acting upon feedback. Photos and Video clips will also show the application of this.