At Sandwich Infant school, we have developed an ambitious mathematics curriculum that is carefully tailored to meet the needs of every child. We believe that all pupils can achieve success in mathematics, and our curriculum is designed to provide the knowledge, skills, and confidence they need to become fluent, resilient, and enthusiastic mathematicians. Through carefully planned teaching, meaningful learning experiences, and a clear progression of mathematical concepts, we aim to equip every child with the strongest mathematical understanding they can achieve, preparing them for future learning and everyday life.

Early Years Foundation Stage (EYFS)

In EYFS, we provide a rich and engaging mathematics curriculum that develops children's confidence and understanding through practical, hands-on experiences whilst following Power Maths progression of skills. Following whole-class teaching, children take part in a carousel of carefully planned mathematical activities designed to consolidate learning, deepen their understanding of key concepts, and provide opportunities to apply their knowledge through exploration and play. These activities enable staff to support, challenge, and assess children according to their individual needs, ensuring secure foundations for future learning.

Key Stage 1 (KS1)

In KS1, our mathematics curriculum is carefully sequenced to build confidence, fluency, and problem-solving skills. We adapt the Power Maths progression to create a curriculum that best meets the needs of our pupils while maintaining a clear progression of mathematical knowledge and skills. Alongside daily mathematics lessons, we use Mastering Number to strengthen children's understanding of number, develop fluency, and secure the essential number sense that underpins future mathematical success. Our lessons encourage reasoning, discussion, and the use of practical resources to ensure all children develop a deep and lasting understanding of mathematics.

Our Maths and Calculations policies can be found under our Policies page.