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When teaching mathematics at Huntington, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Children take part in daily maths lessons. Children are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.


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White Rose Scheme of Learning. Daily maths lessons during the week. Following the ‘Small Step’ approach using the scheme but adapting to suit the needs of the year group and cohort. This will ensure a thorough coverage of the national curriculum whilst breaking down maths objectives into manageable steps. This will be evidenced in book scrutiny, lesson observations and pupil voice. Our maths curriculum ensure that all are challenged and lessons are ambitious supported by NCETM and activities from a wide range of sources. Children are fluent in maths concepts and reasoning and problems solving is built into fluency lessons.

Our curriculum is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life. Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

Maths at Huntington CP School:


  • Basic Maths skills are taught daily. Focussing on key mathematical skills including place value, the four operations and fractions.
  • A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.
  • Children are taught through targeted differentiated small group and mixed ability whole class lessons.
  • Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes.
  • Homework is set to develop and review children's learning.
  • Where possible, links are made with other subjects across the curriculum.
  • During the academic year the whole school enjoy taking part in National Maths Week England and International Numeracy Day. 

Mathematics in Nursery

In Nursery we look for opportunities to create mathematical discussions and model concepts through play. This allows for children to develop mathematical relationships, problem solving and reasoning skills in the most natural way. This is the power of play based mathematics instruction. 

Effective early mathematics experiences involve seeking patterns, creating and solving mathematical problems and engaging with stories, songs, games, practical activities and imaginative play.   

Plenty of time is required for children to revisit, develop and make sense for themselves. This is supported by sensitive interactions with adults who observe, listen to and value children’s mathematical ideas and build upon children’s interests, including those developed with their families.  

We encourage the development of math skills through every day activities, such as counting the number of children present in class, matching cups of the same size, or by sorting materials or toys according to their attributes.  Mathematical situations can be planned to teach a specific skill or knowledge too, such as by asking the children to set the table for snack time, or by having them divide out snacks so that everyone gets an equal amount.  


EYFS Maths Curriculum

-We plan for maths using the Development Matters objectives to inform planning and coverage. We support this using White Rose / Busy Ants for example for ideas with activities and resources.

-All children take part in a teacher maths focus once a week with enhanced continuous provision activities. This is recorded in maths books. Children are spilt in four ability groups for this, from maths baseline data. Detailed planning displays differentiation for the four maths groups.

-Tapestry is used to record maths enhanced continuous provision activities.

-Planned maths activities are all usually practical based with a little recording at the end. The more able are being further supported with problem solving / a deeper understanding of number rather than just working with larger numbers.

-Maths homework is set weekly on Tapestry, a practical challenge to complete at home. There are three ability groups for this challenge: sharks, dolphins and whales.

-Active maths games, number rhymes, recognition games and number fan work with talking partners we try and include throughout the week.

-Individual trackers are used to track progress and recorded on class cohort tracker sheets.


National Curriculum Mathematics

Key stage 1 - years 1 and 2

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the 4 operations, including with practical resources [for example, concrete objects and measuring tools].


At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.


By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.


Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.


Lower key stage 2 - years 3 and 4

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.


At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.


By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.


Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.


Upper key stage 2 - years 5 and 6

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.


At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.


By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.


Pupils should read, spell and pronounce mathematical vocabulary correctly.


As a result of our Maths teaching at Huntington CP School you will see:

  • Engaged children who are all challenged.
  • Confident children who can all talk about Maths and their learning and the links between mathematical topics.
  • Lessons that use a variety of resources to support learning.
  • Different representations of mathematical concepts.
  • Learning that is tracked and monitored to ensure all children make good progress.
  • Effective use of additional adults to support maths learning and to close the gap to ensure a mastery approach where possible.

You will find the maths units taught during the year for each of our year groups in the attached documents. 

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