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Strategic Intent

To develop a curriculum which:

  • Instils a love of maths and gives children the necessary knowledge and skills they need to be successful, confident and accurate mathematicians, so they are ready for their next stage in education and be confident mathematicians in life.
  • Is at least as demanding as the National Curriculum
  • Teaches children to be independent, resilient and creative thinkers, while transferring knowledge across curriculum areas.
  • Enables teachers to teach using the most effective strategies.
  • Tailors learning to meet children’s individual needs and strengths.
  • Because children at Totley Primary School are confident and value autonomy in learning, self-assessment and pupil voice shapes the learning journey.
  • Because children at Totley Primary School can struggle to transfer knowledge across the curriculum, content is inter-leaved and memory retention strategies are used.


Content and Sequence

  • Long-term planning is deliberately spaced and interleaved for revision and over-learning of the content. School sequencing materials are used as the starting point for curriculum planning, which is structured into four cycles. In each cycle, all strands of maths are taught.
  • We believe mastery is achieved over time and through practice; this is reflected in the design of our maths curriculum.
  • In Foundation Stage Two, children build a secure foundation of mathematics. Learning is contextualised and given purpose within the continuous provision. Adults lead learning through direct teaching, group work and observations of independent learning. 
  • From year 1, the Learning Journey model is used to sequence the learning of a given objective. Component steps on the learning journey are progressive. Within each step, children have the opportunity to acquire/refine, practise/apply, and extend/deepen their learning. Each level of challenge builds on prior learning and extends thinking.
  • Component steps are intentionally planned so learning is cumulative and revisited across four week cycles, to give all children the opportunity for deliberate practice and the tools to reach a greater depth standard when appropriate.

 Teaching and Learning, Assessment and Feedback

  • Starting points are identified through accurate teacher assessment and/or prior learning.
  • The intended learning is always the focus of actions in the classroom. Activities and resources are carefully chosen and deliberately designed to focus effort towards practising the learning intentions.
  • The working wall displays the current step each child is working on: the use of individual photographs allows self-assessment to ‘move on’ to the next step and facilitates flexible teaching groups created through continuous formative assessment.
  • Feedback is given is response to timely and continuous formative assessment in every lesson. Teachers use a range of formative assessment tools, including questions and observations to gauge children’s level of understanding and knowledge. This is used to either offer support and scaffolds, or to give opportunities for greater challenge to deepen learning. Feedback is given in line with our feedback policy, including Yippee Yellow and Green Pen Work to check, consolidate or challenge.
  • Retrieval Practice allows children to become secure within their knowledge and skills: Do Now and Pop activities are used to revise previous content. These are useful assessment opportunities: feedback is given to groups or the whole class as identified. Do Now starters are used to revise previous content and address misconceptions as identified through observing children’s work and responses.


  • No ceiling is placed on any learner: teaching groups are flexible and adapted according to emerging learning needs and the level of support that is needed to enable all children to access the right curriculum content for their learning. Children speak positively about the ability to drive their learning through self-assessment and the opportunities they have for extra practice time or additional challenge that the learning journey affords them.
  • Nearly all children leave Totley primary School having achieved at least the expected standard and as confident mathematicians, ready to take on the next stage in their education. Many reach a greater depth within the standard.
  • Most SEND children make at least expected progress and reach their attainment targets.
  • Disadvantaged children make progress that is at least in line with their peers.
  • Children leave Totley Primary School as confident, capable mathematicians and with a positive attitude towards maths.