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Church of England Community Academy Trust


Our Intent

The intent for the mathematics programme of learning, is to design a curriculum, which is accessible to all that will maximise the development of every child’s ability and academic achievement. We deliver lessons that are creative and engaging and we want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Children demonstrate mastery when they can represent concepts or skills in multiple ways, use the correct mathematical language and can independently apply the concept to new problems in unfamiliar situations. We intend for our pupils to be able to apply their mathematical knowledge across the curriculum and beyond the classroom. We want our children to realise that mathematics has been developed over centuries, providing the solution to some of history’s most intriguing problems. We want them to know that mathematics is essential to everyday life, critical to science, technology, engineering and necessary for financial stability and most forms of employment.

At Freemantle we strive to equip all pupils with the skills and confidence to solve a range of problems through fluency with numbers and mathematical reasoning. As our children progress, we want them to have an appreciation of the beauty and power of mathematics; and to have a sense of enjoyment and curiosity about the subject. Our pupils are encouraged to see the mathematics that surrounds them every day and enjoy developing vital life skills in this subject from Early Years to their transition to Key Stage 3.

Through work with our local Trust schools we intend to create continuity in mathematics provision, supporting our children to maintain their personal progression of skills and knowledge, seamlessly from Year 6 to Year 7.

Our Implementation

Across the academy we provide opportunities to support pupils to develop a “deep, long-term, secure and adaptable” understanding of the mathematics, mastering one topic securely enough to move on and build on it with another more advanced topic. The children work together - the mastery approach involves a whole-class curriculum, without setting by ability. In fact, the focus is to ensure that all pupils can master concepts before moving on, with a “no pupil left behind” philosophy. For pupils who do need further support, they will be provided with additional interventions to plug gaps, whilst discussions with parents will ensure continuity at school and home, offering specialised activities where appropriate and when needed.

EYFS - At Freemantle in Year R planning is ‘in the moment’ or ‘objective led’ and groupings take in to account the next step required by every child. Using First4Maths, the team plan to ensure every child has secure number sense, using a playful approach, often supported by a text which stimulates engagement and enriched with some key activities taken from the NRICH website. The progression documents from NCETM also support the team to plan for the specific needs of their children on a weekly basis. Regular personalised CPD sessions with First4Maths gives the Year R team an opportunity to network with other First4Maths schools, sharing resources to support teaching and assessment.

Following the three main aims of the mathematics National Curriculum, at Freemantle: We will become fluent in the fundamentals of mathematics by:

  • Daily teaching of Mathematical concepts, with a minimum of 5 hours study a week in KS1 and 2
  • Using the calculation and fluency policies to teach an increasingly complex set of skills within a progression of skills.
  • Have routines for learning times tables, with regular monitoring of progression.
  • Regularly practice arithmetic through low-stakes quizzing and interleaving practice (KS2).
  • Moving fluently between representations of mathematical ideas. (The programmes of study are, by necessity, organised into apparently distinct domains, but pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects).
  • Following the CPA approach (Concrete, Pictorial, Abstract).
  • Using Singapore models such as the part, part, whole diagram and bar modelling.
  • Real-life ‘hooks’ allowing children to apply their mathematics to real-life contexts and problem solving.
  • Identifying, understanding and applying a number of strategies to solve a problem; there is more than one way.
  • Allow pupils to identify and select their own chosen methods and equipment which support their learning the best.
  • Promote a growth mind-set approach towards their learning – developing a love for mathematics.
  • Going deeper and broadening children’s learning (instead of moving to next year’s curriculum content but digging deeper with a range of activities).
  • Use reasoning statements to encourage children to explain their thoughts, processes and understanding.
  • Encourage pupils to talk in mixed-ability partners and groups to discuss their mathematical thinking/reasoning.
  • Plan conceptual and procedural variation, including non-concepts.
  • Allow pupils opportunities to learn from each other and support one another.
  • Answer in full sentences – with a focus on using mathematical vocabulary (STEM sentences).
  • Using learning walls within every classroom to support pupils learning.

The team at Freemantle believe we will be able to reason mathematically by:

  • Using mathematics across the wider curriculum. For example: In computing, using algorithms, promoting logical thinking, abstraction of code etc.
  • Using opportunities throughout the day to explore mathematical concepts through problem solving and mathematical games.
  • Answering in full sentence: using mathematical reasoning statements.
  • Promoting discussion between pupils; working in mixed-ability pairs and groups.
  • Promoting enjoyment of learning through practical activity, exploration and discussion through:
    1. Describing – talking through the process of achieving the answer
    2. Explaining – using ‘because’
    3. Convincing – I know this is true/correct/right because ...
    4. Justifying – explores/ delves into deeper maths
    5. Proving – visual and algebraic proof (4 initial categories of proof: Contradiction, exhaustion, logical reasoning, generic proof)

At Freemantle we will solve problems through:

    1. Applying the mathematical concepts taught in every lesson to problems posed in the ‘explore’ section and ‘more maths’ sections (we see every lesson a problem solving lesson)
    2. Using examples of problems, including multi-step problems from the NCA statutory tests
    3. CPA approach; Concrete, Pictorial, Abstract
    4. The problem-solving strategies we will teach are:
      • Visualisation
      • Work backwards
      • Reason logically
      • Conjecture (can be proved in a watertight way)
      • Work systematically
      • Look for patterns
      • Trial and improvement

The Impact

The impact of our mathematics curriculum will lead to outstanding progress over time across all key stages relative to each individual child’s starting point. It is designed to prepare children for their future in and outside of education so they can become successful in whatever they pursue by leaving our school at least at the expected standard for their age. So pupils understand the relevance and importance of what they are learning in relation to real world concepts. Our rich and broad mathematics curriculum aims to make the children enthusiastic about learning mathematics and gain an understanding of its importance in everyday life.

A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables. - The flexibility and fluidity to move between different contexts and representations of mathematics. The ability to recognise relationships and make connections in mathematics.

Children show confidence in believing that they will achieve.

Children show a high level of pride in the presentation and understanding of the work.

Children are developing skills in being articulate and are able to reason verbally, pictorially and in written form.

Children are developing the ability to make connections between mathematical topics.

Our children are resilient, and they make measurable progress against the National Curriculum objectives.

Well-planned sequences of learning support pupils to develop and refine their maths skills.

Children show a high level of pride in the presentation and understanding of the work.

Children are able to independently apply their knowledge to a range of increasingly complex problems.

Maths No Problem

Calculation Policy

Mathematics Fluency Policy

Progression of knowledge and skills - Maths

Solent Maths Hub Mastery Readiness

This academic year our academy began a journey with the Solent Maths Hub. We are currently part of the Mastery Readiness programme, attended by three members of the Senior Leadership Team. We receive a bespoke visit from a Maths Hub leader each term - supporting the development of key actions.


We are members of a range of Solent Maths Hub Work Groups, that meet for CPD sessions each half term. We have two members of staff who attend the Specialist Knowledge for Teaching Early Maths (EYFS), two members of staff who attend the Specialist Knowledge for Teaching Maths (ECT), two members of staff who attend the SEND in Mainstream Maths group and a member of the LSA team who attends the Specialist Knowledge for Teaching Maths (Support Assistants). Team members share their learning through staff meeting seminars and also through planned INSET day CPD.


We are an NRICH Problem-Solving School

Our current Maths Leader is Kathryn Bevan-Mackie