Useful Links

Useful Links

Park Hill Primary




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.








The EYFS statutory framework comprises of the seven areas of learning and development (of which mathematics is a component); the early learning goals (which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception) and assessment requirements (when and how practitioners must assess children’s achievements). Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. Maths is one of the specific areas. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.



Term 1

Term 2

Term 3


(Following MyMastery Long & Medium Term Scheme)


Early mathematical experiences

Classifying objects based on one attribute.

Matching equal and unequal sets. Comparing objects and sets.

Ordering objects and sets

Pattern and early number

Recognise, describe, copy and extend colour and size patterns

Count and represent the numbers 1 to 3 Estimate and check by counting

Numbers within 6

Count up to six objects.

One more or one fewer

Order numbers 1 – 6

Conservation of numbers within six

Addition and subtraction within 6

Explore zero

Explore addition and subtraction


Estimate, order compare, discuss and explore capacity, weight and lengths

Shape and sorting

Describe, and sort 3-D shapes

Describe position accurately

Calendar and time

Days of the week, seasons

Sequence daily events

Numbers within 10

Count up to ten objects Represent, order and explore numbers to ten

One more or fewer, one greater or less

Addition and subtraction within 10

Explore addition as counting on and subtraction as taking away

Numbers within 15

Count up to 15 objects and recognise different representations

Order and explore numbers to 15

One more or fewer

Grouping and sharing

Counting and sharing in equal groups

Grouping into fives and tens Relationship between grouping and sharing

Numbers within 20

Count up to 10 objects Represent, order and explore numbers to 15

One more or fewer

Doubling and halving

Doubling and halving

Relationship between

Shape and pattern

Describe and sort 2-D and 3-D shapes

Recognise, complete and create patterns

Addition and subtraction within 20


Explore addition and subtraction Compare two amounts Relationship between doubling and halving


Coin recognition and values Combinations to total 20p

Change from 10p


Describe capacities

Compare volumes

Compare weights

Estimate, compare and order lengths

Depth of numbers within 20

Explore numbers and strategies Recognise and extend patterns Apply number, shape and measures knowledge

Count forwards and backwards

Numbers beyond 20

One more one less

Estimate and count

Grouping and sharing



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.


(Following MyMastery Long & Medium Term Scheme)



Numbers within 10:

Count, read, write, identify, represent, double and half, and use comparative language

Adding and subtracting within 10:

Combination and partitioning. Represent and use number bonds; read, write, interpret, represent and solve.

Shape and Patterns:

Recognise common 2-D and 3-D shapes; describe position, direction and movement. Numbers within 20:

Count, read, write, identify, represent, double and half, and use comparative language.

Adding and subtracting within 20:

Augmentation and reduction. Represent and use number bonds; read, write, interpret and solve one-step problems.


Tell the time to the hour and half-past the hour; solve practical problems for time.

Exploring calculation strategies within 20:

Represent and use number bonds; use concrete and pictorial representation to solve one-step problems.

Numbers to 50:

Count, read, write, identify, represent in numerals and words; recognise place value.

Addition and subtraction within 20:

Comparison and difference. Represent and use number bonds; read, write, interpret and solve one-step problems.


Recognise, find and name a half and a quarter as one of two or four equal parts respectively.

Measures: Length and Mass

Compare, describe, measure, record and solve practical problems.

Numbers to 50 to 100 and beyond:

Count from a given number in 1s, 2s, 5s and 10s; represent, identify and estimate numbers; recognise place value.

Addition and subtraction beyond 20:

Applying strategies and structures. Represent and use number bonds; read, write, interpret and solve one-step problems.


Recognise and value coins and notes; solve one-step addition/subtraction problems.

Multiplication and Division:

Solve one-step problems using concrete and pictorial representations and arrays.


Compare, describe, measure, record and solve practical problems.



(Following MyMastery long and medium term plans)

Numbers within 100:

Use place value and number facts to solve problems; identify, represent, compare and order numbers.

Add and subtract 2 digit numbers:

Build addition/subtraction facts/methods to 100; understand commutativity.

Addition and subtraction word problems:

Solve problems using concrete and pictorial representations to develop mental and written methods; recognise inverse relationships of operations.

Measuring Length:

Understand appropriate units of measure (cm, m); compare and order; read scales to 100.


Interpret and construct tables, tally charts, pictograms and block diagrams; ask/answer questions about totalling and comparing data.

Multiplication and division by 2, 5 and 10:

Calculate mathematical statements; understand commutativity; solve problems using concrete, pictorial, written and mental methods.


Tell and write the time to five minutes; compare and sequence intervals of time.


Recognise, find, name and write simple fractions of objects and quantities; recognise equivalences between fractions

Addition and subtraction of 2-digit numbers (regrouping and adjusting):

Solve problems involving numbers, quantities and measures; estimate and check calculations.


Recognise units symbols (£, p); explore combinations of money; solve simple problems, including giving change.

Faces, shapes and patterns; lines and turns

Identify and describe properties of 2-D and 3-D shapes; compare and sort common shapes and objects; describe position and movement in mathematical language

Numbers within 1000:

Use, identify and represent place value and number facts to solve problems; compare, read, write and order numbers.

Measures: capacity and volume

Understand appropriate units of measure; compare and order; read scales to 1000.

Measures: mass

Understand appropriate units of measure; compare and order; read scales to 1000.

Exploring calculation strategies:

Add/subtract numbers mentally and using formal written methods

Multiplication and division by 3 and 4:

Recall and use facts for the 3 and 4 times tables; calculate mathematical statements; solve problems using concrete, pictorial, written and mental methods.



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



(Following MyMastery long and medium term plans)

Number sense and exploring calculation strategies

Read, write, order and compare numbers to 100

Calculate mentally using known facts, round and adjust, near doubles, adding on to find the difference

Derive new facts from a known fact

Place value

Read, write, represent, partition, order and compare 3-digit numbers

Find 10 and 100 more or less Round to the nearest multiple of 10 and 100


Collect, interpret and present data using charts and tables

Addition and subtraction

Develop and use a range of mental calculation strategies Illustrate and explain formal written methods – column method

Length and perimeter

Measure, draw and compare lengths

Add and subtract lengths Calculate perimeter

Multiplication and division

Multiplication and division

facts for 2, 3, 4, 5, 6, 8 and 10

Multiplicative structures: equal

groups/parts, change and

comparison, correspondence


Relationships: commutativity

and inverse

Deriving multiplication and division


Multiply and divide by 10 and 100

Multiply a 2-digit number by 2, 3, 4, 5 and corresponding division situations

Divide 2-digit by a 1-digit


Tell, record, write and order

the time analogue and digital

12-hour, a.m., p.m.

Measure, calculate and

compare durations


Part-whole relationships

Fractions as part of a whole or a whole set

and as a number

Add, subtract, compare and order fractions

Angles and shape

Identify angles including right angles and recognise

as a quarter of a turn

Identify and draw parallel and perpendicular lines

Draw/make, classify and compare 2-D and 3-D


Measure the perimeter


Read scales with different intervals when measuring

mass and volume

Weigh and compare masses and capacities with mixed units

Estimate mass and capacity

Securing multiplication and division

Recall and use multiplication and division facts for 6 and 8 times table

Exploring calculation

strategies and place value

Add and subtract mentally

Find 10, 100 and 1000 more or


Order and compare beyond 1000

Round numbers


(Following MyMastery long and medium term plans)

Reasoning with large numbers

4-digit place value. Read, write, represent, order and compare Find 10, 100 or 1000 more or less Round numbers to the nearest 10, 100 or 1000

Addition and subtraction

Select appropriate strategies to add and subtract

Illustrate and explain appropriate addition and subtraction strategies including column method with regrouping

Multiplication and division

Distributive property including multiplying three 1-digit numbers Mental multiplication and division strategies using place value and known and derived facts

Short multiplication and division

Discrete and continuous data

Read, interpret and construct pictograms, bar charts and time graphs

Compare tables, pictograms and bar charts

Securing multiplication facts

Identify and explore patterns in multiplication tables including 7 and 9


Explore different interpretations and representations of fractions Equivalent fractions

Represent fractions greater than one as mixed number and improper fractions

Add and subtract fractions with the same denominator including fractions greater than one


Analogue to digital, 12- hour and 24-hour

Convert between units of time


Decimal equivalents to tenths, quarters and halves

Compare and order numbers with same number of decimal places Multiply and divide by 10 and 100 including decimals

Area and perimeter

Perimeter of rectangles and rectilinear shapes •Area of rectangles and rectilinear shapes •Investigate area and perimeter

Solving measures and money problems

Convert units of measure

Select appropriate units to measure Use strategies to investigate problems: trial and improvement, organising using lists and tables, working systematically

Shape and symmetry

Classify, compare and order angles Compare and classify 2-D shapes Identify lines of symmetry

Position and direction

Describe and plot using coordinates Describe translations

Reasoning with pattern and sequences

Roman numerals up to 100

Place value of other number systems Number sequences and patterns

3-D shape

Use understanding of 3-D shapes Identify 3-D shapes from 2-D representations






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.



(Following White Rose long and medium term plans)

Number – Place Value:

Read, write, order and compare numbers to at least 1000000 and determine the value of each digit. Count forwards or backwards in steps of powers of 10 for any given number up to 1000000.

Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through zero.

Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 and 100000

Solve number problems and practical problems that involve all of the above.

Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

Number- Addition and Subtraction: Add and subtract numbers mentally with increasingly large numbers.

Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.


Solve comparison, sum and difference problems using information presented in a line graph.

Complete, read and interpret information in tables including timetables.

Number – multiplication and division:

Multiply and divide numbers mentally drawing upon known facts.

Multiply and divide whole numbers by 10, 100 and 1000.

Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.

Recognise and use square numbers and cube numbers and the notation for squared (2) and cubed (3) Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes.

Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers. Establish whether a number up to 100 is prime and recall prime numbers up to 19

Perimeter and Area:

Measure and calculate the perimeter of composite rectilinear shapes in cm and m.

Calculate and compare the area of rectangles (including squares), and including using standard units, cm2, m2

Estimate the area of irregular shapes.

Number – Multiplication and Division:

Multiply and divide numbers mentally drawing upon known facts.

Multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers.

Divide numbers up to 4 digits by a one digit number using the formal written method of short division and interpret remainders appropriately for the context.

Solve problems involving addition and subtraction, multiplication and division and a combination of these, including understanding the use of the equals sign.

Number - Fractions:

Compare and order fractions whose denominators are multiples of the same number.

Identify, name and write equivalent fractions of a given fraction, represented visually including tenths and hundredths. Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number [for example 25 + 45 = 65 = 1 15 ]

Add and subtract fractions with the same denominator and denominators that are multiples of the same number.

Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.

Read and write decimal numbers as fractions [for example 0.71 = 71100]

Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

Decimals and Percentages:

Read, write, order and compare numbers with up to three decimal places.

Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

Round decimals with two decimal places to the nearest whole number and to one decimal place.

Solve problems involving number up to three decimal places. Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal.

Solve problems which require knowing percentage and decimal equivalents of 12, 14, 15, 25, 45 and those fractions with a denominator of a multiple of 10 or 25.

Number - Decimals:

Solve problems involving number up to three decimal places. Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

Geometry - Properties of Shapes and Angles:

Identify 3D shapes, including cubes and other cuboids, from 2D representations.

Use the properties of rectangles to deduce related facts and find missing lengths and angles. Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles. Draw given angles, and measure them in degrees (o)

Identify: angles at a point and one whole turn (total 360o), angles at a point on a straight line and ½ a turn (total 180o) other multiples of 90o

Geometry- position and direction:

Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Measurement- converting units: Convert between different units of metric measure [for example, km and m; cm and m; cm and mm; g and kg; l and ml] Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. Solve problems involving converting between units of time.


Estimate volume [for example using 1cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]

Use all four operations to solve problems involving measure.


(Following White Rose long and medium term plans)

Number - Place Value:

Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit. Round any whole number to a required degree of accuracy.

Use negative numbers in context, and calculate intervals across zero. Solve number and practical problems that involve all of the above.

Number- addition subtraction, multiplication + division:

Solve addition and subtraction multi step problems in contexts, deciding which operations and methods to use and why.

Multiply multi-digit number up to 4 digits by a 2-digit number using the formal written method of long multiplication.

Divide numbers up to 4 digits by a 2-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding as appropriate for the context.

Divide numbers up to 4 digits by a 2-digit number using the formal written method of short division, interpreting remainders according to the context.

Perform mental calculations, including with mixed operations and large numbers. Identify common factors, common multiples and prime numbers.

Use their knowledge of the order of operations to carry out calculations involving the four operations.

Solve problems involving addition, subtraction, multiplication and division.

Use estimation to check answers to calculations and determine in the context of a problem, an appropriate degree of accuracy.

Number - Fractions:

Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

Compare and order fractions, including fractions > 1

Generate and describe linear number sequences (with fractions) Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions.

Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example 14 x 12 = 18 ]

Divide proper fractions by whole numbers [for example 13 ÷ 2 = 16 ] Associate a fraction with division and calculate decimal fraction equivalents [ for example, 0.375] for a simple fraction [for example 38] Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Geometry- Position and Direction Describe positions on the full coordinate grid (all four quadrants). Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Number - Decimals:

Identify the value of each digit in numbers given to 3 decimal places and multiply numbers by 10, 100 and 1,000 giving answers up to 3 decimal places.

Multiply one-digit numbers with up to 2 decimal places by whole numbers.

Use written division methods in cases where the answer has up to 2 decimal places.

Solve problems which require answers to be rounded to specified degrees of accuracy.

Number - Percentages

Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison. Recall and use equivalences between simple fractions, decimals and percentages including in different contexts.

Number - Algebra:

Use simple formulae Generate and describe linear number sequences. Express missing number problems algebraically. Find pairs of numbers that satisfy an equation with two unknowns. Enumerate possibilities of combinations of two variables.

Measurement - Converting Units

Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.

Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3dp.

Convert between miles and kilometres.

Measurement - Perimeter, Area and Volume:

Recognise that shapes with the same areas can have different perimeters and vice versa. Recognise when it is possible to use formulae for area and volume of shapes.

Calculate the area of parallelograms and triangles. Calculate, estimate and compare volume of cubes and cuboids using standard units, including cm3, m3 and extending to other units (mm3, km3)

Number: Ratio

Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.

Solve problems involving similar shapes where the scale factor is known or can be found.

Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Geometry - Properties of Shapes:

Draw 2-D shapes using given dimensions and angles.

Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons.

Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Problem Solving:



Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. Interpret and construct pie charts and line graphs and use these to solve problems.

Calculate the mean as an average.






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 or 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 or scaffolded 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. Learning is conducted using concrete, pictorial and abstract models.



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 My Mastery and/or 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, KS1 and Lower KS2, follow the My Mastery programme of study, alongside resources from the White Rose, NCETM website and Maths No Problem. Upper KS2 use the White Rose Planning, NCETM website and Maths No Problem books as resources when planning.



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.



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.

  • 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 end of every block teachers do an apply to determine the level of understanding of the pupils and then follow this with a close the gap lesson to address any gaps or misunderstandings.

  • EYFS Profile also records progress of pupils in Reception.