Maths
Subject Vision
At Deptford Park, we want every child to see themself as a mathematician — confident, curious and able to think flexibly about number, pattern and problem solving. Our aim is to equip children with a deep, long-term and adaptable understanding of mathematical concepts that they can apply throughout their lives.
We believe that Maths should be enjoyable, meaningful and empowering. Children at Deptford Park develop fluency, reasoning and problem-solving skills through rich tasks, discussion and exploration. They learn to use mathematical language confidently and to make connections across different areas of learning.
How do children learn Maths at Deptford Park?
We use White Rose to ensure our learning is carefully sequenced, builds fluency and that concepts are practised routinely. Our mastery approach is inclusive and aspirational: all children are supported to move through learning in small, connected steps that build strong conceptual understanding.
Our Maths curriculum is built around the Five Big Ideas of teaching for mastery: Coherence, Representation and Structure, Mathematical Thinking, Fluency and Variation. These principles underpin every lesson and ensure that learning is accessible, challenging and deeply understood.
Children learn through:
- Small-step teaching, where concepts are broken down and built up gradually.
- A CPA approach (Concrete–Pictorial–Abstract), enabling children to explore ideas using manipulatives, visual representations and formal notation.
- Rich mathematical talk, where children explain, reason and justify their thinking.
- Carefully designed variation, helping children notice patterns, relationships and structure.
- Fluency practice, developing quick and efficient recall of key facts and procedures.
Children also enjoy using Emile to support mental fluency through engaging online games, challenges and certificates.
Children are encouraged to articulate their thinking, reflect on their strategies and evaluate their success. This develops metacognition, resilience and independence as mathematicians.
How do we know what children have learned?
- Questioning and discussion
- Retrieval practice and quizzing
- Learning walks and book looks
- Pupil learning reviews
- Feedback that moves learning forward
- Observation of reasoning and problem-solving
- Progress against the White Rose curriculum sequence
- Summative and formative assessment
- Internal and external moderation
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