This is an image of 2 pupils in a maths lesson



It is our intent that:

  • every pupil to 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
  • every pupil to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • every pupil to 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
  • a mastery approach to learning is embedded and developed by ensuring all children have a deep structural knowledge and the ability to make connections
  • to encourage personalisation by ensuring all children work independently as well as collaboratively and be able to select appropriate materials for the task set, in a responsible manner.


The teaching of mathematics at Heytesbury C of E Primary School is geared towards enabling each pupil to develop their own learning based on a concrete, pictorial and abstract approach. We endeavour to not only develop the mathematics skills and understanding required for later life, but also an enthusiasm and fascination about maths itself.

We aim to increase pupil confidence in maths so they are able to express themselves and their ideas using the language of maths with assurance. We recognise the importance of developing factual, procedural and conceptual knowledge.

Each class teacher is responsible for the mathematics in their class in consultation with and with guidance from the mathematics curriculum lead. The approach to the teaching of mathematics within the school is based on a mastery approach following the White Rose Mixed Age Planning Scheme of Work.


The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. We recognise that students can underperform in mathematics because they think they can’t do it or are not naturally good at it and our planning addresses these preconceptions, as well as misconceptions, by ensuring that all children experience challenge and success in their lessons by developing a growth mindset.

Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards.

What is taught?

Throughout the school, we teach a range of maths topics known as strands. These strands are:

  • Number (which includes place value, addition, subtraction, multiplication, division and fractions)
  • Measurement
  • Geometry (which includes properties of shape, position and direction)
  • Statistics
  • Algebra
  • Ratio and proportion