Blackthorn Place, Chesterton, Newcastle-under-Lyme ST5 7BE 01782 567700


Collective Vision Trust uses the White Rose Maths Scheme as the basis of its mathematics curriculum.  

White Rose is a carefully sequenced scheme that builds up children's mathematical knowledge through clear explicit teaching.  It makes good use of developing mathematical knowledge through using concrete apparatus to pictorial representation and, then, to abstract thinking.  It is designed to support the development of reasoning and problem solving alongside fluency to support challenge and ambition.

We have used this curriculum to draw out the crucial knowledge that is the foundation of mathematical learning that gives children the fundamental building blocks to develop their mathematical understanding and progress.  We have ensured that we build in lots of opportunities for children to recap their knowledge, in order to ensure it is firmly embedded and, that, their learning is part of their long term memory.

Curriculum Intent

White Rose Maths scheme has a clear rationale for the sequence of the topics.  Maths learning requires some things to be learned before others, for example place value needs to be understood before working with addition and subtraction. Similarly, addition needs to be learnt before looking at multiplication.  White Rose, quite rightly, puts the emphasis on number skills first in all year groups.  Number is the crucial building block for all areas of mathematics and, so, must be prioritised.

For some topics (e.g. shape and statistics) the order is not crucial – they need to come after number, but don’t depend on each other, and, so, they can be taught in any order.  The sequencing of these is planned to give as wide a variety of topics for pupils as possible in each term and year.


Planned, quality recap is an essential feature of the curriculum.  Teachers will incorporate recap into their daily and weekly plans.  In addition, the following is worthy of note:

  • On the spot accurate assessment is the key to good recap.  
  • Teachers will quickly move to longer recap of topic areas that pupils have not remembered.
  • Differentiation of learning must be applied to recap work – some pupils will need more recap than others, which needs to happen without holding back the learning of the rest of the class.
  • The first week in a half term is always a recap week.  No new concepts are taught in recap weeks.
  • Topic specific recaps are also in the White Rose plans.
  • Teachers will also plan additional ongoing recaps as part of their weekly plans