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A rich mathematical curriculum is key to pupil engagement and progress. Our aim is to enable our children to be fully competent in all basic number skills and calculation methods with an emphasis across the school on developing reliable mental arithmetic strategies. Strong foundations in mental arithmetic enable children to understand mathematical concepts, solve problems and apply logical thought and reasoning in abstract ways.

Calculation Policy

Our calculation policies will enable you to support your child at home as they develop their ‚Äčmathematical skills.

The National Curriculum

The National Curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


Mastery means having a secure understanding of mathematical concepts and processes, combined with a genuine procedural fluency. A child who has mastered a particular skill is able to apply their understanding and solve different types of problem, including where the skill is either embedded in a different context, or where a choice of method has to be made. For example, a child who has mastered adding two 2-digit numbers should be able to identify where this is required, even when it is not presented in a straightforward way (e.g. ⬜ - 23 = 39) and also choose an efficient strategy for doing it (e.g. 40 + 22).

Some children will be able to achieve mastery with greater depth. This means that they are able to apply their understanding of a concept in a wider variety of contexts, some of which are more difficult. They can manipulate the facts they know and the skills they possess in order to solve more complex problems. More developed forms of mathematical reasoning are central to this process, and enable the recognition of a link between operations and processes. For example, a child who has mastered the addition of 2-digit numbers in greater depth will be able to explain why it is possible to add two numbers both with units digits greater than 5 and get answers with units digits less than 5 (e.g. 16 + 7 = 23). They may also understand why adding a number to its matching reverse (46 and 64) will always give a multiple of eleven.

Mathematics at Curridge

Children undertake 5 sessions of Mathematics per week including mental maths and times tables; children are expected to know all their times tables by Year 4. However, just as the English curriculum is embedded across all subjects, so is mathematics. From the collection analysis of 'real' data in science experiments, to the use of angles in controlling floor robots in computing, to simple counting in music - alongside English, mathematics sits centrally at the heart of our curriculum.

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