At Heytesbury School, our intent for maths, is to develop fluency, build conceptual understanding and embed reasoning.

Through the use of our mastery approach, we aim to create successful, enthusiastic, articulate and resilient learners:

  •          whose learning of mathematical concepts grows from a ‘concrete, pictorial, abstract’ experience;
  •          whose learning is embedded in context so understanding is revised, consolidated and made relevant;
  •          who have regular opportunities to learn  fluency through meaningful practice;
  •          who can apply, reason and problem solve using mathematical understanding.


What is taught in maths?

The following domains are taught:

  •          Number
  •          Measure
  •          Geometry
  •          Statistics
  •          Ratio and Proportion
  •          Algebra


What will my child learn?

We follow the National Curriculum 2014 and Early Years curriculum.

In September 2020, we introduced the Rising Stars scheme of work to years EYFS to Y3.  This scheme of work is focussed on a mastery approach which aims to enable children to reason, manipulate and articulate their mathematical knowledge and understanding.  Y4 to Y6 currently follow a carefully mapped out scheme of work covering all relevant national curriculum objectives. Classes make use of supporting materials, such as White Rose Maths, in addition to carefully planned questioning for mastery.

Planned opportunities arise which enable the children to revisit previous learning in order to embed, recall and apply mathematical concepts and understanding.

Mathematics lessons are taught on a daily basis. Opportunities for pre-teaching, catch ups and interventions occur throughout the week. Pre and post school booster clubs, to which the children are individually invited, are in place. Quick recall of number bonds and practice of times tables takes place through, for example, Maths Wizards, Mad Minutes and on line activities e.g, Rising Stars tables, Hit the Button, Maths Passports target individual progress and practice of number.

Prior learning assessment takes place before a unit is taught and is used to inform planning. Formative assessments occur during lessons. We continuously monitor pupils’ progress against expected attainment for their age. Summative assessments occur at the end of each teaching unit and more formal summative assessments occur three times each year.