At Mountjoy, we believe that mathematics is an incredibly important and valuable part of children’s development throughout school right from an early age. We also recognise that mathematics underpins much of our daily lives within the 21st century, and as such our maths curriculum (which is underpinned by engagement, creativity and challenge) is designed to provide extensive learning opportunities for all pupils so they can achieve their full potential and develop a life-long love of learning for the subject.

We use an adapted White Rose Maths scheme. White Rose is a mastery approach to teaching maths which means we teach in a way so that pupils will develop a deep, long-term, secure and adaptable understanding of the subject. This mastery approach allows us to:

• Provide stimulating, exciting and engaging maths lessons which cater for the needs of all individuals by following a multi- sensory approach.

• Support all learners, regardless of their previous learning opportunities and experiences, to explore and achieve their full potential and set them up with the necessary skills and knowledge for them to be successful in the future and within the real world

• Support pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems, as well as give all children the confidence and resilience to achieve this.

• Provide equal and varied opportunities for our pupils to be able to apply their mathematical knowledge to science and across other subjects, as well as to real-world experiences and wider opportunities within the community

• Give each young person a chance to believe in themselves as mathematicians! If you would like more information White Rose Maths 


At Mountjoy, our maths curriculum is delivered through the following ways:

• Daily maths lessons delivered through quality-first teaching, which are engaging, fast-paced and challenging for all pupils as well as built upon prior learning. These lessons follow the White Rose Scheme but in an adapted way- usually following a mastery approach of concrete, pictorial, abstract to help build on prior knowledge

• Learning tasks are clearly differentiated using our consistent school-wide system to ensure there is appropriate challenge for all learners. Learners work at their own pace; with the aim that they will select their level of challenge depending on their current knowledge and confidence (with adult guidance if appropriate), however learners are encouraged to move forwards to a more challenging task if they are secure with their learning or back to a more appropriate task if they need to consolidate the learning focus;

In Key Stage 4, we build on our maths knowledge and work towards Functional Skills mathematics which should enable students to gain confidence, fluency and a positive attitude towards maths, and to develop behaviours such as persistence and logical thinking as they apply mathematical tools and approaches.