At De Havilland Primary School we want all of our children to be confident, skilled and resilient mathematicians who understand that mathematics is a fundamental part of the world we live in. We give children real-life learning experiences to ensure that they are confident to deal with the rapidly changing world which awaits them. Our children thrive upon conquering the challenges and puzzles that mathematics brings and show resilience when facing challenges.

Our mastery approach to the curriculum develops children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Year 6. Challenge is built into every lesson for pupils who grasp concepts rapidly through sophisticated problems and same day intervention is provided for children who are not sufficiently fluent with earlier material to consolidate their understanding. New concepts are taught using the concrete, pictorial, abstract (CPA) method and small steps are built in to ensure solid understanding. Our children become fluent in the fundamentals of mathematics through the placement of number at the heart of our curriculum. Every mathematics lesson begins with a fluency focus that ensures daily practise of number facts are consistently embedded. Children are encouraged to use resources throughout the school and a wide range is accessible in every classroom.

At De Havilland, our mathematics curriculum promotes positive attitudes towards maths, building a culture of deep understanding, confidence and competence in maths. Children enjoy their learning and become increasingly fluent in the fundamentals of mathematics, able to apply learning to new situations, reason and solve problems.

Using the White Rose Maths scheme of work to support teaching and learning, we use the concrete – pictorial – abstract (CPA) approach to support pupils in understanding concepts. The children are encouraged to make connections between different representations, starting with use of resources the children can manipulate, then looking at pictures of these resources and finally moving on to abstract applications. Throughout, we emphasise the use of correct mathematical language. Teachers assess and adapt work, questioning pupils and encouraging them to discuss and explain their mathematics, demonstrating their thought processes and showing a deeper conceptual understanding of mathematical principles.