Maths
Curious Minds, Confident Mathematicians
At St George’s, our aim is to develop lifelong mathematicians who are curious, creative and confident. We want children to build a strong foundation in mathematical fluency and to understand the importance of exploring and investigating mathematical ideas. Our curriculum encourages children to think deeply, make connections and approach challenges with resilience and resourcefulness.
We believe that to think like a mathematician, children need to be fluent in number facts, efficient in written and mental calculations, and able to reason and solve problems in real-life contexts. Our scheme of work supports children in developing factual, conceptual and procedural fluency through a concrete, pictorial and abstract approach. It is designed to meet the national curriculum aims and end-of-key-stage expectations.
Fluency, Reasoning, Problem Solving
Our curriculum is built around three key aims: becoming fluent, reasoning mathematically and solving problems. Children practise mathematical skills regularly and apply them to increasingly complex problems. They learn to follow lines of enquiry, make generalisations and justify their thinking using mathematical language. Problem solving is at the heart of our approach, with children encouraged to break down challenges and persevere to find solutions.
Thinking Like a Mathematician
We use a spiral curriculum model, where essential knowledge and skills are revisited with increasing complexity. This helps children build on prior learning and deepen their understanding over time. Teachers carefully select representations to help children see the structure of mathematics, rather than just use tools to get answers. These visual models become mental images that support flexible thinking and problem solving.
Mathematical thinking is embedded in every lesson. Children look for patterns, make connections, reason and generalise. They communicate their ideas clearly and use precise mathematical vocabulary. Variation is used to highlight key concepts by changing some elements while keeping others constant, helping children focus on what matters most.