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The intent of our mathematics curriculum is to design a curriculum, which is creative and engaging. Our maths curriculum is accessible to all and will maximise the development of every child’s ability and academic achievement. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge across the curriculum and within wider aspects of their life. We want children to realise that mathematics has developed over centuries, providing the solution to some of history’s most intriguing problems. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have 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


  • Content

We follow the National Curriculum and have adopted Essential Maths (framework by Hertfordshire County advisors) as it allows us to build on key knowledge, concepts and processes needed.

Each year group covers: place value and number operations, geometry, measures, fractions, statistics, algebra in varying depth depending on year group.

Essential Maths has a CPA approach to learning (concrete – use of materials, pictorial use of pictures, abstract use of question/ problems) and is delivered as a spiral curriculum, allowing for concepts to be revisited and built upon each year at a deeper level of understanding.


The vocabulary and models used are consistent and built upon for example the cherry model or part-part-whole model in introduce in Reception but used across KS2 too.

We are developing the fluency of Maths throughout the school in order to build pupils knowledge and skills around key concepts. Pupils have regular fluency sessions which allow for teachers to remind them of concepts previously taught ready for future learning and also maintain knowledge learnt. These fluency sessions allow for pupils to be able recall knowledge and help them apply them to new learning.

Following Essentials Maths allows for a consistent approach across the school, showing clear progression, and concepts can easily be revisited through following the learning sequences. Teachers are able to track back to the previous learning if a child needs reinforcement of an earlier step.

We use the Essentials Diagnostic tests to find and review gaps in the children’s learning. We will then revisit and address misconceptions.

We also use the destination questions provided with each learning sequence as assessment opportunities for ARE children. These destination questions also allow us to identify gaps or areas where further teaching and investigation is required.

We support children through rapid intervention, either in class or as small/1:1 sessions with a TA. Teachers implement short targeted pre-teach sessions to support children with upcoming learning or sessions to consolidate understanding of new concepts.

Greater Depth activities encourage deeper thinking around the same concept to allow more children to explore and investigate concepts once they have shown understanding of new learning. 

The future 2020-2022:

The school works closely with Teaching and a Learning Advisors from Hertfordshire to ensure our teachers are informed with current practise and pedagogy.

We are part of the Matrix Maths Hub which is providing a subject leadership training programme where mastery skills are developed over the course of 2 years. This is an exciting project which will allow us to provide deeper learning opportunities for our pupils.


  • How parents or other members of the public can find out more about the curriculum your school is following (links etc).

The school website has teaching videos specifically aimed at Year 4 - they demonstrate teaching methods of Essentials Maths.

There is an online workshop for Year 3 and 4 parents about the national Multiplication Tables Check. We support recommendations that all children should know their multiplication tables by Year 4.

We use TTRockstars/ Numbots : The children have individual log ins.


Subject Policies


  • The Calculation Policy is shared on your child’s Google Classroom page.

Mathematics KS1 and KS2 Long Term Overview