Mathematics

Intent  
Mathematics lessons at Torfield build on each pupil's individual stage of development, providing the knowledge and skills required to expand their mathematical intelligence at every stage of learning. Our mathematics curriculum is rich and balanced, with a focus on securing fluency in core number skills and knowledge. 

In designing our maths curriculum, we have responded to the challenges previous pupils have faced in accessing the next stage of their learning. Guided by the expertise of the National Centre for Excellence in the Teaching of Mathematics (NCETM), we have created a bespoke approach to mathematics. This approach ensures our pupils receive the sequential support needed to make demonstrable progress. 
 

Implementation  
Mathematics is taught both discreetly in daily mathematics lessons and through appropriate cross-curricular links, including outdoor learning opportunities. Our spiral curriculum enables pupils to revisit key skills and knowledge, each time learning at a level directly aligned with their individual stage of development. Activities and lessons provide a rich, balanced, and engaging context, alongside teaching that supports individual growth. This approach allows our pupils to benefit from repetitive, focused learning without limiting their experiences or potential. 

Teaching mathematics at Torfield incorporates the NCETM’s Five Big Ideas in Teaching for Mastery, with an emphasis on Representation and Structure through a CPA (Concrete, Pictorial, and Abstract) approach. This includes the use of a variety of manipulatives, helping pupils develop a concrete reference point while learning to communicate and reason mathematically. This strategy enhances visual memory and fosters independent thinking skills. 

Each class follows a termly overview, with lessons planned based on each pupil’s individual stage of development, as outlined here. 
 

Impact
Too often, our pupils' prior experiences with learning mathematics have been characterized by frustration. However, our individualized approach enables them to engage with and enjoy lessons, often for the first time. This progress is reflected in the outcomes we monitor and track termly to ensure every child is fulfilling their potential. While the nature and needs of our cohort make the measurement of attainment and progress through national standards challenging, FFT Aspire's evaluation of our end-of-KS2 national assessments (SATs) consistently demonstrates that our pupils make progress in line with or above the national average. We consider this a significant success for our pupils, given their starting points in education.