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The maths curriculum at Sutton Courtenay gives children strong foundations for mathematical curiosity and understanding through their lives.  It enables them to see joy and excitement in spotting patterns and making connections. The curriculum provides coherence from Early Years to Year 6, particularly regarding the models and representations children use to develop their conceptual understanding and explain this to others. Challenge and depth are provided for all, with greater depth for rapid graspers and appropriate support for those who need it.  Our maths curriculum is designed to meet the National Curriculum aims to balance fluency, reasoning and problem solving skills.  A strong thread of developing children’s oracy to articulate their learning and thinking links maths to the wider curriculum.



Our maths curriculum is currently under review.  In 2020-21, following four years of progress in our maths outcomes, we decided to make the move to a more mastery approach to teaching.  We have invested in the very best materials available through the scheme Power Maths, which is approved by the Department for Education and National Council of Teachers of Mathematics. Staff are continuously improving their practice through training and their own research, and we are working closely with the Trust mastery lead and numeracy lead.

Our curriculum is therefore based on Power Maths but also adapted with the addition of:

  • The addition of extra resources to promote fluency and retrieval
  • The adaptation of the scheme to focus on specific models and representations in a deliberate, cumulative way as they move through the year groups in our school context.
  • The planned use of core representations across more areas of maths as they move through Foundation, Key Stage 1 and 2, preparing children well for the transition to Key Stage 3.
  • The development of opportunities to create challenge for all pupils including those who have SEND or are slower to grasp concepts through the use of additional materials such as those available from NCETM

Like all curriculum development, this process is a journey we are on together as a Trust, and further detail will be added to this page as appropriate.


Regular reviews of teaching, learning and progress are made through classroom observations, learning walks, book reviews, data analysis from summative assessments and child interviews. There is a culture of open and active discussion amongst teaching and support staff in staff meetings and informally. Our knowledge of children’s learning is informed by:

  • The children’s responses in lessons – their engagement with activities and the depth of their response to challenging questions
  • The development of children’s recorded responses
  • Evidence of children’s growing knowledge that informs their strategies and reasoning, and their ability to justify these both orally and in written form as they get older
  • Formal assessments three times a year against objectives
  • A summative response is used at the end of the year in reports