Maths Policy Document

Maths Intent statement


The EYFS Framework in relation to mathematics aims for children to:

  • Develop and improve skills in counting
  • Understand and use numbers
  • Calculate simple addition and subtraction problems
  • Describe shapes, spaces and measures

The 2014 National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their Mathematics

At Harewood Primary, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.


  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace.
  • Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Teaching is underpinned by carefully planned curriculum design and supported by well planned lessons and resources to embed conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.

The mathematics curriculum in Early Years delivers a balance between child initiated and teacher directed activities. Children access mathematics provision within both the indoor and outdoor areas. This enables children to develop interests around mathematics during child-initiated play.

Children in both nursery and reception are taught mathematical skills during small group teacher directed practical sessions. In nursery four teaching sessions are delivered each week as well as regular short teaching sessions to revisit and embed core mathematical skills. In reception teachers use White Rose Maths to support the teaching of mathematics in small group sessions. Over a two-week period five mathematical sessions are planned and delivered to every child. Understanding of mathematics is also developed through stories, songs and imaginative play which enables children to enjoy exploring and using number, shapes, spaces and measures.

In Key Stage One and Two we provide a daily maths session, of at least 60 minutes, that seeks to reinforce previous learning and allow children to take on new skills and apply these in a range of contexts. We use the White Rose Scheme as the basis of our planning. Children are taught in sets from Year 2 upwards to ensure that the pitch and pace of the lesson is appropriate.

We believe that mental maths skills are key to allowing children to access more complex calculations and as such we ensure that each lesson has a period of time spent developing fluency. Children are encouraged to learn their number bonds and time tables and we use Numbots and TTRockstars to enthuse and engage with this.

 Problem solving and reasoning are also a daily feature in our lessons. It is important that children can not only recall facts but can also apply them. We use multiple representations to embed conceptual understanding.

Concrete, pictorial, abstract

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

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. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The White Rose Maths scheme addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics 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 achieve high standards, with achievement at the end of KS2 often above the national average.





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