Maths

Mathematics at Cheadle Heath

INTENT

At Cheadle Heath, our mathematics curriculum is ambitious, inclusive and coherently sequenced to ensure that all pupils achieve well.

In line with the National Curriculum (2014), we ensure that pupils:

become fluent in the fundamentals of mathematics
reason mathematically
solve problems by applying their mathematics

We are clear that mathematical ability is not fixed. Our curriculum is designed on the principle that all children can succeed in mathematics when teaching secures deep understanding and builds knowledge cumulatively over time.

A central priority is the development of strong foundations in number and calculation. We recognise that secure early number sense is critical to future success and therefore place significant emphasis on carefully sequenced foundational learning from EYFS onwards.

Our intent is that pupils leave Cheadle Heath as confident, resilient and articulate mathematicians, equipped with the knowledge and skills necessary for the next stage of education.

IMPLEMENTATION

A Coherently Sequenced, Mastery Curriculum

Our curriculum is structured around the White Rose Maths scheme. We adapt this framework, drawing on high-quality, research-informed resources, to design lessons that are bespoke to the children at Cheadle Heath Primary School. Lessons follow a clear progression model built on small, coherent steps. Mathematical concepts are taught in carefully sequenced blocks to promote depth before breadth, ensuring knowledge is secure before new content is introduced. Teaching reflects the principles of mastery:

All pupils access the same ambitious curriculum content.
Learning is broken down into carefully sequenced small steps.
Concrete, pictorial and abstract representations are used to secure conceptual understanding.
Variation and intelligent practice deepen understanding.
Mathematical discussion and reasoning are prioritised.

Adaptive teaching ensures that scaffolding, questioning and support enable all pupils to achieve the intended learning, rather than narrowing the curriculum.

Securing Strong Foundations: Mastering Number

We place particular emphasis on securing early number competence through the Mastering Number Programme, designed by the National Centre for Excellence in the Teaching of Mathematics (NCETM).

In EYFS, this programme strengthens pupils’ understanding of:

number composition
subitising
relationships within numbers
early calculation strategies

The programme continues in KS1 and extends into Years 3, 4 and 5 to ensure that core number concepts remain secure and are built upon systematically alongside daily mathematics lessons.

This sustained focus ensures that pupils develop:

automaticity in key number facts
flexibility in mental calculation
deep understanding of number relationships

By prioritising number fluency and conceptual security, we reduce cognitive overload and enable pupils to engage more successfully in reasoning and problem-solving.

Early Intervention and Closing Gaps

Our curriculum is inclusive by design, ensuring we consider the needs of all learners. In addition, we provide further opportunities for consolidation and practice of key skills for those children who may need additional support to secure and strengthen their foundational understanding.

Additional support is carefully aligned to the core curriculum, ensuring that intervention strengthens understanding rather than narrowing learning opportunities. This approach helps to diminish differences between groups and ensures equity of access to ambitious mathematical content.

Professional Development and Subject Expertise

Staff engage in ongoing professional development through the NCETM Maths Hub Programme. This ensures: