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At Roscoe Primary School, the intent of our mathematics curriculum is to design a curriculum which is accessible to all and will maximise the development of every child’s ability and academic achievement. We aim to deliver high-quality mathematics throughout the school which then provides a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject. 


The national curriculum for mathematics aims to ensure that all pupils: 

  • Become fluent in the fundamentals of Mathematics 
  • Are able to reason mathematically 
  • Can solve problems by applying their Mathematics. 


At Roscoe Primary School, these skills are embedded within maths lessons and developed consistently over time. In both Phase One and Phase Two, teachers cover objectives set out in the National Curriculum and follow the Singapore Maths scheme of work to enrich the children’s learning and to support teacher’s subject knowledge. Within the Singapore Maths Scheme of learning, each objective is broken down into fluency, reasoning and problem solving. The expectation of teachers is that the majority of pupils move through the scheme at the same pace.. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp the different mathematical concepts rapidly are challenged through sophisticated problems before moving onto new content. Those who are not sufficiently fluent in the material consolidate their understanding through additional practice before moving onto the next objective. 





At Roscoe, children study mathematics daily covering a broad and balanced mathematical curriculum including: number, calculation, geometry, measures and statistics. Along with daily maths sessions children have additional time to complete their My Mini Maths to build on the four operations and a specific skill. At Roscoe, we want to ensure that maths is taught is a cross curricular manner as well as the practical application of mathematical skills. We do not just focus on the mathematical methods but also the vocabulary and are constantly using challenges to deepen the children’s understanding. 


The aim for all staff at Roscoe Primary School, is for each child to be confident in each yearly objective and develop their understanding to solve varied fluency problems along with problem solving and reasoning questions. We follow the Singapore Maths Scheme Maths No Problem to ensure that all areas of the curriculum are covered and lessons are tailored to enable tall children to make progress. 


From the 2019/2020 academic year onwards, schools across England will be required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently which is essential for future success in mathematics. From the check, we as teachers will be able to identify pupils who have not mastered their times tables and therefore additional support can then be put in place. 





At Roscoe, our mathematics curriculum is based upon ‘Maths No Problem’ a scheme that is fully supported by the Department for Education as they meet the requirements for the 2014 curriculum. The programme ensures that teachers have the ability to teach maths at the mastery level confidently, along with encouraging the children to talk using different mathematical language. Teacher’s then use this assessment to influence their planning to ensure that they are providing a mathematics curriculum is suitable for all children. At Roscoe, we ensure that the teaching of Maths is monitored on a termly basis through:


•Moderation, where the moderation team meet to ensure that teachers are confident in the judgements that have been given to the children. 

•Big Table, where phases come together to discuss strategies that have worked well and to complete mini moderations. 

•Quality of Experience Monitoring, where SLT monitor lessons to determine the experience that the children are receiving during their maths lessons.