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North Ridge Community School Maths - North Ridge Community School


North Ridge Community School - Maths

Mathematics Curriculum


The Mathematics Curriculum at North Ridge Community School is a working document.

It has been developed and designed to meet the needs of all the pupils.

A curriculum tailored for NRCS.

The curriculum uses the White Rose Maths scheme as a core.

Phase 1 (Primary)

Phase 2 (Secondary)

The phases are designed so that pupils will be working at an appropriate stage and level.

It should be age appropriate and challenging.

The Yearly Overview – All pupils will cover a Number, Geometry and Measurement unit each half term.

The focus is on teaching a broad and balanced Mathematics Curriculum so that pupils make consistent progress across the whole subject.




Maths Units (Number, Geometry and Measurement) – Each unit is divided into different sections from ‘Messy Maths’ to ‘Greater Depth’. This enables class teachers to differentiate learning in an easy and effective way.

Lateral learning – some pupils may always be in a specific section of a unit plan e.g. ‘Messy Maths’. However, they have the opportunities to embed their skills and learning in a range of different activities.

There are also links to the EYFS curriculum (months have been replaced with E1 –E6 numbers so that it is more age appropriate for older pupils).

Each unit has a ‘Messy Maths’ section with playful and practical ideas to meet the needs of the pupils working at P4 and below.

Learning Outside the Classroom – there is a strong focus on taking maths out of the classroom. At North Ridge Community School, we believe our mathematicians should be active learners and develop their maths skills in the classroom, school grounds and out and about in the local community.

Reasoning and problem solving are linked into every unit to allow pupils to work at greater depth.

The units build on the concept of Concrete-Pictorial-Abstract (this provides the opportunity for all pupils to build competency)

Concrete – using manipulatives and representations as a ‘scaffold’.

Manipulatives can be used to support pupils of all ages – the decision to remove manipulatives should be made in response to the pupils’ improved knowledge and understanding and not their age (Improving Mathematics in Key Stages Two and Three – 2017)

Pictorial – pupils should use pictorial representations (reason and problem solve).

Abstract – both concrete and pictorial representations should support pupil’s understanding of abstract methods.

At North Ridge Community School we believe we have a curriculum where every pupil can succeed!

Phase 1 Yearly Overview (update)

Phase 2 Yearly Overview (update)












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