Maths at Randwick

Our Maths Curriculum

As a place to start and see where we’re coming from, watch this short video clip:

Maths: Everyone can’ was made by the White Rose Maths Hub and we use their primary progression,, and their schemes of learning for medium term plans, .

Children are taught by their teacher in their year groups and move through topics at broadly the same pace. Each topic is studied in depth and teachers do not move to the next stage until all the children show that they have a secure understanding of the mathematical concepts.  Teachers use manipulatives (apparatus) and pictorial representations to support learning so that children can SEE the maths and truly understand concepts, before moving on to the abstract form.

Children are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that children are secure in their understanding.

In the past, children were put in different groups and given different content based on their anticipated ability. This meant that from an early age children were classed as those who can and can’t “do maths”. Our approach offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.

Children who grasp concepts quickly are challenged with rich and sophisticated problems within the topic, moving quickly from the ‘do it’ to the ‘secure it’ and on to the ‘deepen it’. Children who are not ready to move past the ‘do it’ are given support to consolidate their understanding before moving on and misconceptions are tackled quickly.

Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Randwick to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject.

At Randwick, we foster positive ‘can do’ attitudes, believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts. We use mistakes as an essential part of learning and provide challenge through rich and sophisticated problems before acceleration through new content. Children are taught in their year groups for maths and lessons follow the ‘do it, secure it and deepen it’ structure:

Our aim: all children…

  • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
  • can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language
  • have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

We are inspired by Jo Boaler, Professor of Education at Stanford University, who promotes a growth mindset and learning environments where mistakes are valued.  You can find more information, including inspirational videos, at .  We encourage these norms in maths:

  • everyone can learn maths to high levels!
  • believe in yourself, it changes what you can do!
  • maths is about creativity and making sense!
  • mistakes and challenge are the best times for your brain!
  • maths is about learning not performing!
  • Questions and discussions deepen your mathematical understanding!
  • Visualise and make connections to strengthen your brain!
  • Depth is more important that speed!

Children are set homework for maths on the mathletics programme,, an online resource where teachers can set homework appropriate to the learning from the week.  Children can also use the site to practise their fluency skills.


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