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Park Hill Primary

Maths - Curriculum Statement

At Park Hill, we provide teaching and learning opportunities to develop all areas of the mathematics curriculum:  fluency, reasoning and problem solving.  Our commitment to inclusion and equal opportunities is shown through the range of strategies we employ to ensure the engagement of our pupils in lessons. Mathematics is a creative and highly interconnected discipline and is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. At Park Hill we believe a high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


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. 

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 and interventions, before moving on. 

 At Park Hill Primary School we aim to: 

  • Develop a positive attitude to maths as an interesting and attractive subject in which all children gain some success and pleasure. 
  • Develop mathematical understanding through systematic direct teaching of appropriate learning objectives. 
  • Encourage the effective use of maths as a tool in a wide range of activities within school and, subsequently, adult life. 
  • Develop children’s ability to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary. 
  • Develop an appreciation of relationships within maths. 
  • Develop ability to think clearly and logically with independence of thought and flexibility of mind. 
  • Develop an appreciation of creative aspects of maths and awareness of its aesthetic appeal. 
  • Develop mathematical skills and knowledge and quick recall of basic facts in line with recommendations. 

 Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard and plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set ambitious targets. Teachers must also take account of the needs of pupils whose first language is not English. 

Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum. 

Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.

Spoken language 

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. Teachers encourage pupils to answer in full sentences, using the correct mathematical vocabulary.

Subject Content

Key Stage 1




The principal focus of Mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources, for example, concrete objects and measuring tools. 

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. 

By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. 

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1.

Lower Key Stage 2



The principal focus of Mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. 

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. 

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. 

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling

Upper Key Stage 2



The principal focus of Mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. 

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. 

By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. 

Pupils should read, spell and pronounce mathematical vocabulary correctly.


Teaching and Learning


The school uses a variety of teaching styles to cater for the variety of learning styles of pupils in Mathematics lessons. Our principle aim is to develop children’s knowledge, skills and understanding in Mathematics. We do this through a daily lesson which includes whole-class and group direct teaching. During these lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources, including the concrete, pictorial and abstract to support their understanding of what maths looks like. Children use ICT in mathematics lessons where it will enhance their learning, as in modelling ideas and methods. 

In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs on open-ended problems or games or with the support of another adult. 

Curriculum Planning



Mathematics is a core subject in the National Curriculum, and we use the Primary Framework as the basis for implementing the statutory requirements of the programme of study for Mathematics. 

We carry out the curriculum planning in Mathematics in three phases (long-term, medium-term and short-term). The Primary Strategy Framework gives a detailed outline of what we teach in the long term, while our three termly teaching programmes identify the key objectives in Mathematics that we teach in each year. 

 Our medium-term Mathematics plans are adopted from the Framework, using White Rose Planning and give details of the main teaching objectives for each term which define what we teach. They ensure an appropriate balance and distribution of work across each term. These plans are reviewed by the subject leader. It is the maths teacher who completes the weekly plans for the teaching of Mathematics. These weekly plans list the specific learning objectives for each lesson and give details of how the lessons are to be taught. The class teacher keeps these individual plans, and the class teacher and subject leader often discuss them on an informal basis.

 EYFS and KS1 follow the Mathematics Mastery programme of stud, alongside resources from the NCETM website and Maths No Problem.  KS2 use the White Rose Planning, NCETM website and Maths No Problem books as resources when planning.

Spiritual, Moral, Social and Cultural Development




Developing deep thinking and questioning the way in which the world works, promotes the spiritual growth of our pupils. In maths lessons, pupils are always encouraged to delve deeper into their understanding of mathematics and how it relates to the world around them. Sequences, patterns, measures and ultimately the entire study of mathematics was created to make more sense of the world around us and enable each of our pupils to use maths as a tool to explore it more fully. Pupils are able to experience the awe and wonder of mathematics in science, the arts and nature. 

Problem solving skills and teamwork are fundamental to mathematics, through creative thinking, discussion, explaining and presenting ideas. Students are encouraged to develop their mathematical reasoning skills, communicating with others and explaining concepts to each other. Self and peer reviewing are very important to enable pupils to have an accurate grasp of where they are and how they need to improve. Working together in pairs or groups and supporting others is a key part of maths lessons. Pupils are always guided and instructed in valuing others’ opinions and ideas; this extends to consideration for others in all aspects of life. 

Assessment and Recording



At Park Hill Primary School we recognise that AfL lies at the heart of promoting learning and in raising standards of attainment. We further recognise that effective AfL depends crucially on actually using the information gained. The assessment procedures within our school encompass: 

  • Short-term assessment will be an informal part of every lesson. The teacher will share the objectives for the lesson with the children and make sure they are clear what is being expected of them to successfully achieve the objective. This is a necessary part of assessment for learning and helps the children take ownership for their own learning. The short term assessment will also involve the teacher checking the children’s understanding at the end of the session to inform future planning and lessons. At the end of the lesson the children will self and/or peer assess their work to further inform the teachers and their own understanding of what they have understood. 
  • Using knowledge of pupils drawn from on-going pupil tracking records and key objectives records to guide our planning and teaching. 
  • Adjusting planning and teaching within units in response to pupils’ performance. 
  • Addition & subtraction: mental & written methods * Problem solving
  • Use of information gained from statutory and optional tests. Analysis is done at both a quantitative and qualitative level. Information gained is used to set focused curricular targets (what to teach) and also to determine which strategies or methods are particularly effective in respect of specific areas of mathematics (the how and why). 
  • Work in Mathematics can generate a great deal of marking and it is recognised that it is not always necessary to mark every piece of work. The children can sometimes mark exercises with support and guidance from the teacher. This can foster independence in the children, who can seek help if they are unable to locate and correct their errors. 
  • In addition, at the beginning of every block and unit teachers do a quick review to determine the level of understanding of the pupils and at the end of each block, pupils complete an apply lessons in which they apply the skills they have been learning.
  • The Maths Leader also sets whole school home mathematics targets each term for each year group. These are shared with the children. 
  • EYFS Profile also records progress of pupils in Reception.