Intent
At Bridge Learning Campus, we have designed our mathematics curriculum to be fully inclusive and ambitious for every pupil. Our aims are to fulfil the requirements of the National Curriculum for Mathematics by delivering a broad, balanced and adaptive curriculum that supports all learners. We embed British Values and our Bridge values—Build, Respect, Inspire, Dare, Graft, Empower—through our teaching, ensuring the progressive development of mathematical knowledge, skills and understanding.

We want pupils to appreciate the relevance and power of mathematics in everyday life and in their future learning and careers, while also developing enjoyment and confidence in the subject.
We take a mastery approach to teaching mathematics. This means we believe all pupils can achieve in maths and deserve the time and support to develop deep, secure understanding. To support this, we use White Rose resources, which provide carefully sequenced lessons, clear models and representations, and rich opportunities for reasoning and problem-solving.
We aim for all pupils to:
- Build fluency in core mathematical procedures and facts.
- Develop deep conceptual understanding and make meaningful connections between different mathematical ideas.
- Reason logically and communicate mathematical thinking precisely.
- Solve increasingly complex problems, demonstrating resilience and creativity, and the courage to dare to try challenging tasks.
- Use mathematical language confidently to express ideas and justify reasoning.
We want our pupils to leave school seeing themselves as capable mathematicians, equipped with the skills and confidence to succeed both academically and in the wider world, ready to graft and achieve their aspirations
Implementation
We ensure high standards of teaching and learning in mathematics through a curriculum that is carefully structured, coherent and sequenced to build knowledge over time.
Curriculum Structure
- Topics are introduced in small, connected steps to secure understanding and avoid gaps in learning.
- White Rose resources are used to support planning and teaching, ensuring consistent high-quality materials, varied representations and opportunities for reasoning and problem-solving.
- Retrieval practice and spaced learning are built in to help pupils embed knowledge in long-term memory.
Teaching and Learning Approaches
- Lessons blend direct instruction, modelled examples, questioning, discussion and practice to develop both procedural fluency and conceptual understanding.
- Teachers use a range of concrete, pictorial and abstract representations to make abstract concepts accessible and inspire confidence in learners.
- Mathematical vocabulary is explicitly taught and regularly reinforced so pupils can communicate their ideas clearly and accurately.
- Teachers use formative assessment continuously to identify misconceptions, adapt teaching, provide timely interventions, and give pupils clear, focused feedback that helps them understand how to improve their work and deepen their understanding.
- Problem-solving and reasoning are woven into lessons to encourage pupils to think deeply and dare to tackle new challenges.

Support and Challenge
- All pupils are supported to access the curriculum through carefully scaffolded tasks, adaptive teaching strategies and intervention sessions.
- Students are challenged with tasks that deepen understanding and promote generalisation, problem solving and reasoning.
- Teaching is adapted responsively to meet the needs of different groups and individuals, reflecting respect for each pupil’s starting point and learning journey.
Enrichment and Real-World Connections
- Pupils learn how mathematics connects to real life and different careers, and have opportunities to take part in competitions to deepen their interest and enjoyment of the subject.
- Historical and cultural connections help pupils appreciate the development of mathematical ideas and the contributions of mathematicians from diverse backgrounds.
Impact
We measure the impact of our mathematics curriculum through pupils’ progress, outcomes and their attitudes towards the subject.
We know our curriculum is effective when pupils:
- Show fluency in key mathematical skills and procedures, applying them accurately and efficiently.
- Demonstrate secure conceptual understanding and can explain and justify their reasoning using precise mathematical language.
- Approach unfamiliar problems with confidence, selecting appropriate strategies and persevering through challenge, showing the willingness to dare and persist.
- Connect different areas of mathematics and apply knowledge across subjects and real-life situations.
- Make strong progress from their starting points, as evidenced in assessments and external examinations.
- Leave school equipped with the mathematical knowledge and skills needed for further study, employment and life in the wider world, feeling empowered for their next steps.
- Feel positive and confident about mathematics, seeing themselves as capable and resilient learners who are prepared to graft and succeed.

We regularly review the effectiveness of our curriculum through assessment data, pupil work, lesson observations and pupil voice. This ensures our mathematics curriculum remains ambitious, inclusive and impactful for all.