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At Hemington Primary School, we view mathematics as essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

We understand that maths is a crucial skill, and all children need that skill. Our overall ambition is to enable our pupils to success in the next stage of their education and take up job roles within the STEM sector using these skills.

In line with the National Curriculum our overall intent focus on all pupils being able to;

  • Become fluent in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time.
  • Develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically; follow a line of enquiry, conjecture relationships and generalisations.
  • Develop an argument, justification, and proof by using mathematical language. problem solve by applying knowledge to a variety of routine and non-routine problems, breaking down problems into simpler steps and persevering in answering


At Hemington Primary School we place great emphasis on ensuring our children spend time developing skills by providing opportunities for children to apply their learning to problem solving activities, where they are asked to answer, prove and justify their thinking.

As a school, we have adopted the nationally recognised White Rose Maths as our ‘core’ approach to teaching mathematics. This carefully designed scheme of learning is broken down into the following broad areas:

  • Place value
  • Addition & subtraction
  • Multiplication & division
  • Fractions, decimals and percentages
  • Ratio and proportion
  • Algebra
  • Measurement
  • Geometry
  • Statistics

White Rose ensures a progressive and thorough curriculum in every year group. Teachers know which objectives must be taught and assessed in each year group and can follow progressive small steps to ensure pupils have a comprehensive understanding of maths.

The CPA (Concrete, Pictorial, Abstract) Approach

Research shows that all children, when introduced to a new concept, should have the opportunity to build competency by following the CPA approach. This features throughout our learning journey. Children have the opportunity to work with physical objects/concrete resources, in order to bring the maths to life and to build understanding of what they are doing. Alongside concrete resources, children work with pictorial representations, making links to the concrete. Visualising a problem in this way can help children to reason and to solve problems. With the support of both the concrete and pictorial representations, children can develop their understanding of abstract methods.

Please click on the link to see how we calculate at Hemington Primary

Math Calculation policy

Lesson structure

White Rose Maths develops all three key areas of the National Curriculum (become fluent in the fundamentals of mathematics, reason mathematically and can solve problems), giving children the knowledge and skills they need to become confident mathematicians. We, therefore, structure our lessons using the following format.

  • ‘Flashback 4’ mathematics warm-up
  • Guided Practice (main teaching element and guided work)
  • Fluency (independent work)
  • Reasoning & problem solving


Children in our Early Years provision are taught according to the EYFS framework. We deliver our approach with the use of White Rose Maths and Number Sense resources.  Children are taught mathematics through continuous provision and a number of adult-led activities each week. In the Early Years Foundation Stage, mathematics is broken down into two aspects: Numbers and numerical patterns. At this stage of learning, we strive to encourage enjoyment and enthusiasm for mathematics so that children begin to learn skills for solving everyday problems and finding things out.

Our Maths lessons provide the opportunity for all children, regardless of their ability, to become confident and capable learners. We are committed to building on prior learning and enabling our children to demonstrate a deep, conceptual understanding of each topic that they can develop over time.

Tutoring is provided for all children who need additional mathematics and is given in the form of pre teaching of skills or embedding skills which are being taught in class.

Children with additional needs are supported by using practical resources and differentiated activities where needed. Where applicable, children’s provision maps will incorporate suitable objectives and teachers keep these objectives in mind when planning work


The impact of our Maths curriculum is that at the end of Key Stage 2 our pupils achieve and make progress in line with other pupils nationally, evident through:

  • Fluency in their recall of key number facts and procedures
  • Accuracy in the formal calculation methods for all four operations
  • The flexibility and fluidity to move between different contexts and representations of mathematics.
  • The ability to recognise relationships and make connections in mathematics.
  • The confidence and resilience to reason mathematically and solve a range of problems.

Overall impact is measured by:

  • In school attainment tracking
  • Subject Leader monitoring (Lesson visits, scrutiny of books, pupil interviews)
  • Governor monitoring

General Information

Mathematics has a daily lesson and several adult-led activities per week (EYFS)

Mathematics learning is indoors and outdoors including continuous provision (EYFS)

Strategies to develop rapid recall of number bonds (begins in KS1) and multiplication facts (begins in Y2)

Homework tasks are set for all year groups 

Working walls are seen in each classroom (Y1-6)

Reasoning/problem-solving and challenge is set in each session (KS1/2)

Schemes of work

Number Sense (EYFS)

White Rose approach (Rec and Y1-6)

‘Flashback in Four’ – approaches to develop written arithmetic skills

Times Tables Rockstars (app)


Concrete equipment – practical learning activities

Visual representations and models

Yearly number day


Please click here to read our Maths Policy