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Curriculum Intent Statement

The 2014 National Curriculum for Maths aims to ensure that all children:


  • Become fluent in the fundamentals of Mathematics

  • Are able to reason mathematically

  • Can solve problems by applying their Mathematics

At OLSK, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that our children recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts.


 We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.


Teachers at OLSK believe that all children are capable of achieving high standards in Mathematics. Therefore, the majority of children will progress through the curriculum content at the same pace and differentiation is achieved by emphasising deep knowledge and through individual support and intervention groups.


Teaching is underpinned by carefully structured lessons - using resources to foster deep conceptual and procedural knowledge.

At OLSK, we believe that practice and consolidation play a vital role in developing children’s confidence and fluency. Each morning as the children come into school, they complete a ‘Flashback 4’ maths task which provides opportunities for consolidation of mathematical facts and strategies.


To ensure consistency and progression, the school follows the White Rose Maths Hub scheme. New concepts are taught and embedded within the context of reasoning and problem-solving activities, where children are encouraged to share ideas with their partner.

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson provides the means to achieve greater depth, with more able children being offered a range of challenges or problems within the lesson as appropriate.


 In KS1, these problems are presented with objects (concrete objects) for children to use. Children may also use pictorial representations. Teachers use questioning to prompt children’s discussions and encourage reasoning. The class teacher guides children through strategies for solving the problem. Independent work provides the means for children to develop their reasoning skills further, before progressing to more complex problems.


In KS2, all children take part in reasoning and problem solving questions, with increasing levels of independence as they develop their skills.


In EYFS and KS1, we make use of the NCETM’S ‘Mastering Number’ initiative; using daily sessions to build fluency and number sense with a mixture of games, physical resources and Number-blocks videos.