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The Faber Catholic Primary School

'Part of the Painsley Catholic Academy'

Maths curriculum

Intent, Implementation and Impact of Maths at The Faber



The intention of the maths curriculum at The Faber Catholic Primary School is that children are taught to become competent and independent mathematicians. The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.  Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.



At Faber, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the Maths Hub White Rose schemes of learning to ensure that the coverage for the year is completed. As a mixed age school, we use these plans to ensure that all objectives are covered for each year group and that we are planning to the three key principles to deepen children’s understanding.

We use three key principles to deepen pupils’ understanding:

1. Conceptual understanding

2. Language and communication

3. Mathematical thinking

Within the Maths hub schemes of learning, each National Curriculum objective is broken down into fluency, reasoning and problem solving; our teachers use the learning challenges to teach for mastery - an approach to extend and deepen the understanding of pupils within each year group. Our teaching staff uses this document in conjunction with a range of other useful resources such as Abacus, NCETM, NRich and Maths No Problem.



As a multi-academy company we are fortunate to be able to call on the support of 15 other Maths leads and specialist teachers. Through moderation of planning, lessons and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate and steps provided to ensure all pupils achieve and make progress.

Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class.  The teaching of mathematics is monitored by leaders through lesson observations and book scrutinies.