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Maths at Manor Park – Curriculum Statement


At Manor Park Academy, we intend for all children to go on to the next stage of their learning with confidence. To do this, we aim to equip them with strong basic skills, the ability to reason and articulate their understanding effectively and the creativity to solve problems. We want all children to enjoy Mathematics and to experience success in the subject. Furthermore, we are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

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


These skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to 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.



The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Manor Park Academy reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented:

· Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.

· The large majority of children progress through the curriculum content at the same pace.

· Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.

· Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.

· Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.

· Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.


To ensure whole consistency and progression, the school uses the White Rose Maths schemes of learning (SOL) and planning resources. A question is used at the start of every lesson to introduce the learning objective. This initial assessment activity prompts discussion and reasoning, as well as enabling the teacher to know each child’s starting point for that learning objective. Following this, the children are regrouped and will either work independently or have teacher input until they are able to work on their own. In KS1 and EYFS, questions are almost always presented with objects (concrete manipulatives) for children to use. Children may also use concrete resources in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the initial question, including those already discussed and fluency is built up through variation before going on to reasoning opportunities. Adults model examples and different representations so

learners gain a clear understanding and understand expectations when they work independently. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate – these are taken from a wide range of reliable sources such as NRich, NCETM, Chris Quigley and Rising Stars.



The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others and the understanding that mistakes are part of the learning process. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The way we teach maths at Manor Park addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset, getting support when they need it and being provided with scaffolding to enable them to be independent and resilient mathematicians. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to help children make strong progress and increase standards, with attainment at the end of KS2 getting closer to the national average every year and a higher proportion of children demonstrating greater depth at the end of each phase.

Select the links below to view the schemes of work for each year group.


Coming soon.

Year 1

Scheme of work.

Year 2

Scheme of work.

Year 3

Scheme of work.

Year 4

Scheme of work.

Year 5

Scheme of work.

Year 6

Scheme of work.