Maths Curriculum

Mathematics Curriculum at Harestock

Here at Harestock, we want all children to develop a lifelong love of learning and exploring mathematics so that they become independent and confident in using it in the everyday life now and in their future lives.


As a school we implement the statutory framework for EYFS and National Curriculum to teach maths.

The National Curriculum for maths 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 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.


In order to deliver these aims we follow a mastery approach to the teaching of mathematics based on the long-term goal of explorations, clarification, practise and application.  At each stage of learning the teacher’s aim to support pupils in developing a deep conceptual understanding of maths related topics and the ability to build on this over their learning journey time.

Throughout the school, we drive progress through carefully planned lessons, individually tailored to each teaching group following a Concrete-Pictorial-Abstract (CPA) approach. A variety of resources facilitate this learning – alongside the White Rose Scheme, teachers use NCETM resources, Classroom secrets, I See Reasoning, Nrich and HIAS Schemes of learning among others, in order to provide a broad range of fluency, problem solving and reasoning experiences.  These experiences are woven into the teaching and tasks throughout the units so that pupils can fully understand and explain what they have learnt.

Children’s understanding will be consolidated or extended through the use of guided tasks before they are ready to complete independent practice which requires them to move towards more abstract ways of working.  Children who grasp concepts quickly are given opportunities to deepen their understanding and apply their learning through enriching tasks. Misconceptions are addressed in the lessons where possible through a combination of written and oral feedback.  Books are marked regularly so that formative assessment monitors progress and any weaknesses addressed before moving on.

Children will be taught and given opportunities to use and apply a wide variety of mental calculations. They will be encouraged to use the most appropriate strategy for the numbers involved. The focus in EYFS and KS1 will be on developing a conceptual understanding of number and throughout the school children will explore multiple methods and approaches to solving problems. The whole-school approach to calculation outlines the progression in written methods of calculation that the children will learn in school.

Calculation policy

Maths General Vocabulary Booklet

There is a strong emphasis on learning times tables and related division facts. This is achieved by using a combination of our own ‘Times Tables Challenge’ practice system.


Formative Assessment: Teachers carry out formative assessment through AfL in each session and feedback is given to children verbally, through self/peer assessment and through marking. Teachers then use this assessment to influence their planning. Children are rapidly identified as needing further challenge or additional support, and we ensure that this is provided in a timely manner.

❖ Timely Interventions: Teachers believe that all children can achieve in maths, and focus on whole class teaching. Where prerequisites are not secure, timely interventions will be carried out. Our interventions are generally focused on Pre-Teaching and Same Day Interventions.

❖ Diagnostic Quizzing and Fluent Recall: We use a range of low stakes diagnostic questioning throughout the teaching cycle to assess attainment and progress. From Year 2 to Year 6, children complete regular tests in Times Tables.

❖ Summative Assessments: Summative, termly maths assessments evidence how children have independently applied the maths’ skills taught. Teachers use this data to track and monitor progress towards National Curriculum objectives as well as the progress of targeted intervention groups.

❖ Subject Monitoring: We regularly monitor the quality and impact of our mathematics curriculum. Moderation meetings are held and throughout the year, the Senior Leadership Team carry out learning walks, observations, book looks, planning sessions and pupil progress meetings so that we can monitor the quality of teaching throughout the school. The outcome of these reviews is reflected in actions set out in the School Improvement Plan and Maths Action Plan, and whole school targets are shared with staff.

Helping at Home

We encourage parents to support their children in developing many of their maths skills, particularly their fluency and mental calculation ability. This can be achieved through:

  • Practicing multiplication tables
  • Exploring telling the time on watches and clock
  • Weighing and measuring
  • Playing money focused games (shops)
  • Playing board games (Snakes and Ladders, Monopoly)
  • Looking for and naming shapes
  • Discussing the days of the week and the months of the year
  • Measuring and weighing using rulers and scales

We subscribe to PurpleMash which includes many Maths games and activities that are freely available for the children to use at home, please click the link below.

Purple Mash

Other useful websites

Hit the button


BBC Bitesize

Brain Games

Maths 4 Kids