At Hill Mead Primary School, we believe that mathematics is a subject where every child can
succeed. Our curriculum is designed in line with the National Curriculum and Early Learning Goals,
ensuring that all pupils:

• Become fluent in the fundamentals of mathematics through varied and frequent practice
• Reason mathematically, making connections, explaining thinking and using precise vocabulary
• Solve problems by applying their knowledge to a range of contexts with increasing confidence and independence

We provide a rich, structured and ambitious maths curriculum where children develop deep
understanding, confidence and resilience. Through carefully planned learning experiences, pupils
build strong foundations that enable them to recall and apply knowledge accurately and efficiently.
What do our learners say about maths?

This is what some of our learners have said:

•  “When you get something wrong you can learn from your mistakes.” – Year 2 pupil
•  “I can use lots of methods like counting in my head, using dienes, number lines, cubes, counters and watching Numberblocks to help me count.” – Year 2 pupil
•  “I like learning new words like addend and product and using arrays to show my times tables.”-Year 3 pupil
•  “The maths challenges get our brains running.” – Year 4 pupil
•  “I like that you can work independently and choose the resources you need after being shown how to work it out.” – Year 4 pupil
•  “I like that it is challenging, it means I can get smarter.” – Year 5 pupil
•  “I enjoy working as a class to figure out challenging problems. It can be fun and interesting.” -Year 5 pupil
•  “We all do the same work and help each other, so everyone feels included and can learn together.” – Year 6 pupil
•  “The questions make you think really hard and explain your ideas, not just get the answer.” –Year 6 pupil
•  “If I get stuck, I can use the steps to success or resources to help myself before asking the teacher.” – Year 5 pupil

These comments reflect the culture we aim to create: a classroom where children feel confident to
take risks, think deeply and enjoy the challenge of mathematics.

How do the children learn?
Mathematics at Hill Mead is taught through a mastery approach, supported by Third Space Learning and aligned with NCETM principles. Learning is carefully structured so that:

• Concepts are taught in small, coherent steps, building cumulatively over time
• We use White Rose small steps and Ready to Progress criteria to ensure progression, coherence and depth
• All pupils work on the same mathematical concept, with support and challenge provided through teaching rather than task differentiation
• Conceptual understanding and procedural fluency are developed together

Lesson Structure

Lessons follow a consistent structure which supports clarity, progression and responsive teaching:

• Starter – retrieval practice using whiteboards to assess prior knowledge
• Diagnostic questions – used within the lesson to identify misconceptions and pinpoint gaps in understanding
• Follow Me – guided teaching with clear modelling, representations and targeted questioning
• Your Turn – independent and supported practice, using scaffolds such as steps to success and helpful hints
• Reflection – reasoning, discussion and consolidation, often through digging deeper tasks

Teaching is responsive and adaptive. Teachers continually assess understanding during lessons and
adjust support and challenge accordingly. Scaffolds support independence without lowering
expectations, and all pupils remain on the same learning journey.

Fluency and Foundational Knowledge

Developing secure foundational knowledge is central to our maths curriculum.

• Daily “Fluent in Five” morning maths sessions revisit key learning
• Weekly arithmetic sessions strengthen calculation skills
• Regular retrieval practice ensures knowledge is retained and built upon over time

These approaches develop pupils’ automaticity and confidence, enabling them to focus more deeply on reasoning and problem solving.

Mathematical Thinking and Communication

We place a strong emphasis on pupils thinking, Oracy and communicating as mathematicians:

• Stem sentences support pupils in articulating reasoning
• Key vocabulary is explicitly taught and displayed
• Pupils explain their thinking using full sentences and precise mathematical language
• Reasoning and problem-solving tasks are embedded in every lesson

All pupils engage in “digging deeper” tasks, ensuring challenge for all.

Use of Representations and Resources

We use a Concrete–Pictorial–Abstract (CPA) approach to deepen understanding:

• Concrete: manipulatives such as counters, cubes and dienes
• Pictorial: diagrams, bar models and representations
• Abstract: formal written methods

Manipulatives are available to all pupils, supporting independence and enabling children to
demonstrate and prove their understanding.

Classrooms are vocabulary-rich and resource-rich environments, with working walls that reflect
current learning and support pupils in making connections.

How is maths planned and assessed?

Our maths curriculum is carefully planned to ensure progression, depth and secure understanding.
Challenge is provided through reasoning and deeper thinking, rather than accelerating pupils too
quickly onto new content.

Assessment is used purposefully to inform teaching at every stage. Before each unit, teachers carry
out pre-topic diagnostic assessments to identify pupils’ starting points, including any gaps or
misconceptions. These are revisited at the end of the unit to evaluate progress and inform future
planning.

Within lessons, formative assessment is continuous and responsive. This includes:

• Pupils showing their understanding using whiteboards, manipulatives and discussion
• Diagnostic questions to uncover misconceptions at key points
• Targeted questioning to probe and deepen thinking
• Immediate adaptation of teaching to address misconceptions and secure learning

Planning remains flexible and responsive, ensuring that learning is secure before moving on and
preventing gaps from widening.

Times Tables and Multiplicative Fluency

Times tables are a key priority across the school.

• Explicit teaching focuses on conceptual understanding, using arrays, bar models and manipulatives
• Each class displays the focus times table for the term, which is shared with parents
• Learning ensures children understand key concepts such as commutativity, inverse and number relationships

By the end of Year 4, pupils are prepared for the Multiplication Tables Check (MTC).

Multiplication Tables Check (MTC)

What will you see in our learners?

The impact of our approach is that:

• Pupils develop secure foundational knowledge and strong fluency
• They can recall and apply mathematical knowledge accurately and efficiently
• Children can reason, explain and justify their thinking using precise vocabulary
• Pupils demonstrate resilience and a willingness to take risks
• All pupils engage in problem solving and deeper thinking
• Misconceptions are identified and addressed quickly and effectively

How do we ensure high-quality maths teaching?

We ensure consistency and high standards in maths teaching through lesson observations and
learning walks, book scrutiny and assessment analysis, and ongoing pupil voice discussions. Staff
engage in continuous professional development and collaborative planning, while both formative and summative assessment are used to monitor progress and inform teaching.

Parent and Carer Information – Multiplication Tables Check

The Multiplication Tables Check (MTC) is statutory for pupils in Year 4.
It assesses pupils’ ability to recall multiplication facts up to 12 × 12 quickly and accurately.
We support pupils by:

• Providing regular practice in school
• Sharing focus times tables with parents each term
• Offering guidance on how to support learning at home

Multiplication Check Information for Parents

Useful Maths Websites for Children:

Crickweb KS1 NumeracyCrickweb KS2 Numeracy

ICT games.comMaths ZoneTop Marks- Maths GamesMaths Frame- Resources

Maths is fun- Games

Additional Support

• http://www.bbc.co.uk/education/
• http://nrich.maths.org/
• http://www.maths4mumsanddads.co.uk/
• http://www.oxfordowl.co.uk/maths-owl/
• http://www.amathsdictionaryforkids.com/

National curriculum for maths:

Teaching maths in primary schools- Government Website

Other documents: