To provide children with be best opportunity to achieve and exceed their potential we believe it is
essential that our curriculum reflects our children and the community. As a result, we have developed
our own Spring Hill Maths curriculum. This allows us to gear our Mastery teaching towards our children
in order to provide the best outcomes. We have Spring Hill Milestones for each year group. We want
our children to think deeply about key concepts and so have focussed on the essentials needed for their
year group. These essential milestones have been developed to cover the National Curriculum statutory
requirements and the Ready to Progress Materials. The curriculum is designed so that children have
opportunities to revisit key learning throughout the year. The revisiting is vital to ensure that key
learning becomes second nature and part of long-term memory. By also reinforcing learning with the
RTP materials we can ensure children are ready for their next phase of learning.
We provide rich mathematical learning tasks, often involving project-based or problems linked to the
current topic. ?These real contexts help children to apply?their mathematical skills whilst developing
their problem-solving and reasoning skills. ?We encourage children to select their own resources when
We ask teachers to use a variety of Mastery materials to plan Maths lessons. By carefully picking the
questions and tailoring the lesson towards particular classes needs we are able to ensure that all
children are able to access learning whilst also providing depth and challenge.
Teachers are able to choose from a variety of planning materials to support questioning including;
White Rose Maths, NCETM Professional Development materials, Maths Shed and Testbase.
The impact of our maths curriculum results in our children being able to:
• think for themselves.
• make decisions.
• communicate their understanding.
• solve problems.
We know this because through moderation of planning, lessons and books, we can be sure that
progress is made across all year groups. Our principle is that children should ‘Keep up not Catch Up’.
Same day intervention ensures children are ready, wherever possible for their next lesson. If progress
is not being made, support is immediate and steps provided to ensure all pupils achieve and make
?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, pupil interviews and book