How we teach Maths at HWPS
The national 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 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.
At Harmans Water Primary school we teach to the National Curriculum and strive to develop lifelong mathematicians who have the knowledge, skills and understanding alongside the ability to reason and problem solve. Our mathematicians will be well-prepared for secondary school and their future lives. We provide teaching which promotes a sense of enjoyment and curiosity about the subject and motivates children to be life-long learners. We believe the children should have an understanding that it is essential to everyday life; critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
Our Mathematics Implementation
Our mathematics curriculum is delivered using a mastery approach, which enables children to acquire deep, long-term and adaptable understanding of mathematical concepts. In line with this approach, each lesson is based on the five big ideas, from the National Centre for Excellence in the Teaching of Mathematics (NCETM), and using the ideas from Haylock and Cockburn (2008)
Our maths lessons are planned in line with the National Curriculum, NCETM curriculum and White Rose Maths small steps which are supplemented with a variety of mastery resources such as Nrich problems. We teach mathematics daily from Nursery through to Year 6, following the National Curriculum and adopting a mastery approach. In the Early Years, children experience mathematics through focused teaching sessions and carefully planned enhancements in their learning environment.
Lessons are designed to help children move fluently between different representations of mathematical ideas, beginning with practical, hands-on experiences using concrete resources such as Numicon, Dienes, place value counters, and Cuisenaire rods. These experiences are then built upon with pictorial representations before progressing to abstract methods. This approach allows children to develop deep and secure understanding over time. Mathematical vocabulary plays a vital role in our teaching. Children are encouraged to use precise language to explain their thinking and reasoning using full sentences that are supported with the use of sentence stems. Within Foundation Stage, Early Years and KS1 there is a focus on basic number facts and within KS2 we focus on the fluency of times tables. Children become fluent in their number facts by chanting these and playing games, as well as looking at the connections, sequences and patterns to support their conceptual understanding. Times tables are taught systematically across Key Stage 2 using the programme Number Sense, supported by engaging platforms such as Times Tables Rock Stars, and form part of weekly homework. This way, learning is embedded and retained overtime.
To support with securing understanding in the long-term memory, mathematics is taught in longer unit blocks, to enable children to explore domains in depth. These domains are carefully sequenced into progressive steps, allowing children to explore concepts in depth while making meaningful connections across different areas of mathematics and other subjects. Geometry, measure, and real-life problem-solving contexts are woven throughout to ensure children recognise the relevance of mathematics in their everyday lives and future opportunities. The children are encouraged to retain the information over time by lessons starting with mini retrieval quizzes.
We have high expectations for all children. Mixed-ability teaching supports collaboration and challenge for every learner, with scaffolding, pre-teaching, and targeted interventions provided where needed. More able pupils are encouraged to think more deeply and apply their knowledge in unfamiliar contexts. Teachers use ongoing assessment to address misconceptions, adapt planning, and ensure all children make progress. Summative assessments provide further insight into children’s attainment and inform next steps.
Mathematics Curriculum Impact
The impact of our mathematics curriculum at Harmans Water Primary School is that children understand the relevance and importance of what they are learning in relation to real-world concepts. Our children develop a positive view of mathematics because it is promoted as an exciting and enjoyable subject where they are encouraged to investigate, ask questions, and see mistakes as valuable opportunities for learning. As a result, pupils grow in confidence, resilience, and independence, choosing strategies and resources to support their learning and problem solving.
Our maths books evidence the full teaching sequence and demonstrate good coverage of fluency, reasoning, and problem solving. Feedback and targeted interventions support children to continually improve and become the best mathematicians they can be. Formative assessment takes place in every lesson, with feedback given both during the lesson and when reviewing work. Misconceptions and next steps are addressed promptly, often built into the following lesson so children can practise and apply their skills. Teachers use this ongoing assessment to adapt planning and ensure that all children make progress, while
subject leaders meet the teachers termly (or earlier if required) to discuss outcomes and agree on next steps.
Summative assessments are carried out after each block unit with outcomes analysed to inform planning and intervention. Twice a year (or three times for Years 2 and 5), children sit standardised assessments to measure progress and attainment, with Year 6 completing statutory assessments. Children are given opportunities to practise and prepare for these so they can approach them with confidence.
The teaching of mathematics is monitored regularly through lesson observations, book looks, data analysis, and learning walks. This ensures consistency and high-quality teaching across the school, while also identifying areas for development and informing action plans. These processes help us to maintain high standards, with children achieving well, many working at greater depth, and all leaving Harmans Water Primary School with secure mathematical understanding and confidence for the future.