Draft curriculum documents offer a glimpse of the future. They demand a response as all too often the devil is in the detail. What are the devils and maybe demons that await primary mathematics? This forensic consideration of the content of the draft curriculum for primary mathematics catalogues a lack of evidence to underpin proposals. Is the ability to read Roman numerals up to 1000 really an essential element of the Year 4 curriculum? Is this curriculum document a triumph of policy over pedagogy? The devils might just have the answer. (Contains 2 figures.)