CURRICLUM
All pupils need access to mathematical concepts and ideas and to the rich connections between them. There is no such thing as ‘special needs mathematics’ or ‘gifted and talented mathematics’. Mathematics is mathematics and the key ideas and building blocks are important for everyone. A detailed curriculum is mapped out across all phases, ensuring continuity and supporting transition.
Considerable time is spent on securing fundamental skills and knowledge in the early stages. There are clear minimum expectations for each year that all children (except those on individualised curricula) will leave the year group having mastered.
It is not expected that concepts and procedures will be re-taught later in the year or the following year; instead they will be built on.
The structure of the day / timetable allows for same day intervention to ensure all children master the key concepts and skills before moving on to the next lesson.
