Our Riverside curriculum for mathematics aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that our pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. 

Our Riverside approach to teaching mathematics in Reception aims to ensure that all pupils develop a secure foundation in early number, spatial reasoning, and mathematical thinking:

• Master fluency and deep understanding of number through daily sessions using the NCETM 'Mastering Number' program, ensuring children develop strong subitising skills, rapid recall of core number facts, and a deep conceptual understanding required to achieve the expected level of development at the end of EYFS;

• Explore spatial awareness and measure through explicitly taught units on shape, space, and measure, alongside rich, purposeful opportunities to test, manipulate, and apply these concepts throughout continuous provision;

• Build mathematical reasoning and problem-solving skills through play, practical exploration, and skilled interactions with adults who scaffold learning, pose guiding questions, and encourage children to articulate their thinking using early mathematical language.

Mathematics in Early Years is an active, experiential subject where foundational concepts are woven into both direct teaching and everyday play. While structured daily input ensures a consistent, progressive pathway for all children, learning is continually reinforced across indoor and outdoor provision to build rich connections.