Maths

Mathematics at St Martin’s is an engaging journey that develops confident, curious and resilient mathematicians. In KS1, we follow CUSP Mathematics, while in KS2 we adapt White Rose Maths within the CUSP teaching structure, providing a consistent approach to learning across the school.

Through carefully sequenced lessons, explicit teaching, mathematical discussion and opportunities to practise, reason and problem-solve, pupils build secure knowledge and make meaningful connections between mathematical concepts.

At St Martin’s, maths is more than a subject—it equips children with the knowledge, confidence, and problem-solving skills to understand and navigate the world around them.

Intent

Our mathematics curriculum is designed to develop confident, curious and capable mathematicians. We aim for all pupils to build secure mathematical knowledge, develop fluency, reason effectively and apply their understanding to a range of problems.

In 2026/27, we have introduced CUSP Mathematics in Key Stage 1, aligning mathematics with the wider CUSP curriculum used across the school. In Key Stage 2, we are in our second year of adapting White Rose Maths, with materials now organised within the same CUSP teaching structure. This provides greater consistency across the school while ensuring clear progression in mathematical knowledge and skills.

Implementation

Mathematics is taught daily through carefully sequenced lessons which build on prior knowledge and provide opportunities for retrieval, practice, reasoning and problem-solving.

Across the school, lessons follow the six-part CUSP structure:

Connect – retrieve and link to prior learning.
Explain – introduce and explore new concepts and mathematical vocabulary.
Example – my turn: explicit teacher modelling and worked examples.
Attempt – our turn: guided practice, questioning and discussion.
Apply – your turn: independent practice and application.
Challenge – think hard: deepen understanding through reasoning, connections and problem-solving.

In KS1, CUSP Mathematics provides the curriculum sequence and lesson content. In KS2, White Rose Maths materials are adapted to follow this structure. Concrete, pictorial and abstract representations are used purposefully to develop conceptual understanding, alongside explicit teaching of mathematical vocabulary.

Assessment is used throughout lessons to identify misconceptions and inform responsive teaching. Appropriate support and challenge enable all pupils to access the curriculum and deepen their understanding. As this is the first year of our consistent whole-school lesson structure, professional development, collaborative planning and ongoing monitoring are supporting its effective implementation.

Impact

As our revised whole-school approach is in its first year of implementation, we will evaluate its impact carefully as it becomes embedded.

We aim for pupils to become increasingly fluent, confident and independent mathematicians who can retrieve and apply prior knowledge, use mathematical vocabulary accurately, explain their reasoning and make connections between mathematical concepts.

Impact is monitored through pupils’ work, assessment, pupil voice, lesson visits and teacher feedback. This informs ongoing curriculum development and professional development, allowing us to refine our approach as it becomes established.

Ultimately, we aim for every pupil to develop secure mathematical foundations and the knowledge, skills and confidence needed for the next stage of their education.

Year Group Overviews

Whole School LTP Overviews

Big Ideas

Our maths curriculum is built around key concepts that help pupils develop a deep and connected understanding of the subject. These big ideas (such as number sense, reasoning, and problem-solving) are introduced early and revisited regularly to support long-term learning. We use structured resources to ensure these concepts are taught consistently and effectively.

Content

We offer a broad and balanced curriculum that covers all areas of the National Curriculum. Carefully selected planning from the Master Professional Development materials guide our teaching, with additional resources from the White Rose scheme used, when needed, to support specific topics or provide extra challenge.

Sequencing

Mathematical learning is sequenced to build on prior knowledge and introduce new concepts in manageable steps. This approach helps pupils develop confidence and fluency, ensuring they are ready to progress through increasingly complex ideas.

Oracy and Vocabulary

We encourage pupils to talk about their maths using accurate vocabulary and clear reasoning. Mathematical language is introduced explicitly and revisited often, helping learners to explain their thinking and engage in meaningful discussions.

Assessment of Pupils

Assessment is used regularly to check understanding and inform teaching. Teachers use teaching assessment, informal strategies and structured assessments to identify gaps, address misconceptions, and ensure all pupils are making progress.

Reasonable adjustments for pupils with SEND

We are committed to making maths accessible for all learners. Pupils with SEND receive tailored support, including adapted tasks, visual aids, and scaffolded resources, to help them engage with learning and succeed.

Humility