Mathematics

Intent

At Old Hill Primary School, we aim to develop confident, fluent and resilient mathematicians who can apply their knowledge to a range of contexts. Our mathematics curriculum is designed to ensure that all pupils acquire a deep, secure understanding of number and key mathematical concepts, enabling them to reason mathematically and solve problems with increasing independence.

We follow the White Rose Maths scheme to provide a clear, coherent progression of knowledge and skills from Early Years through to Year 6. This ensures that learning is carefully sequenced, builds over time and allows pupils to make meaningful connections across different areas of mathematics.

We prioritise:

Fluency in fundamental mathematical skills
Mathematical reasoning using precise vocabulary
Problem solving in a variety of contexts
Confidence and resilience when faced with challenge

Implementation

Mathematics is taught daily across the school using a structured and progressive approach based on White Rose Maths. Lessons are carefully sequenced to move from concrete understanding, through pictorial representations, to abstract concepts.

Teachers:

Model mathematical thinking explicitly
Use high-quality questioning to deepen understanding
Provide opportunities for pupils to explain, justify and prove their thinking
Adapt teaching to ensure all pupils can access learning and be challenged appropriately

Fluency is a key priority and is developed through the use of Number Sense Maths (Number Fact Fluency - NFF). This programme supports pupils in developing automaticity in key number facts through regular, structured sessions. This ensures pupils build strong foundations in number, enabling them to access more complex mathematical learning with confidence.

Pupils are exposed to a range of representations and structures to support conceptual understanding. Key mathematical vocabulary is explicitly taught and revisited regularly to ensure pupils can communicate their ideas clearly.

Problem solving and reasoning are embedded within lessons so that pupils apply their learning in meaningful ways.

Support and challenge are integral:

Scaffolding is used to support pupils who need it
Tasks are adapted to deepen learning rather than accelerate content
Misconceptions are identified and addressed promptly

Impact

Pupils at Old Hill Primary School demonstrate:

Strong fluency in key mathematical skills, including rapid recall of number facts
The ability to reason mathematically and explain their thinking clearly
Confidence in tackling unfamiliar problems
A secure understanding of mathematical concepts that builds over time

Pupils at Old Hill Primary School demonstrate:

Strong fluency in key mathematical skills, including rapid recall of number facts and times tables
The ability to reason mathematically and explain their thinking clearly
Confidence in tackling unfamiliar problems
A secure understanding of mathematical concepts that builds over time

Assessment is ongoing and informs teaching. Teachers assess pupils through:

Daily formative assessment within lessons
Regular checks on times table fluency
Ongoing monitoring of arithmetic accuracy and efficiency
Assessment of pupils’ ability to apply their knowledge to problem solving and reasoning tasks

Formal assessments are used termly to support teacher judgement and identify gaps. This ensures that teaching is responsive and targeted so that all pupils make progress from their starting points.

Outcomes show that pupils are well prepared for the next stage of their education and are equipped with the mathematical skills needed for life beyond primary school.

Below are the yearly overviews for each year group. We use White Rose Maths schemes as a guide and adapt these throughout the year to meet the needs of the pupils we teach.

Mathematics

Intent

Implementation

Impact

Year 1 Yearly Overview

Year 2 Yearly Overview:

Year 3 Yearly Overview:

Year 4 Yearly Overview:

Year 5 Yearly Overview:

Year 6 Yearly Overview:

Useful links: