Hovingham Primary School

Welcome to

Hovingham Primary School

  1. Curriculum
  2. Maths



'At Hovingham maths is the language of logic, the art of problem-solving, and the pathway to critical thinking. It underpins our value of creativity through unlocking the door to innovation in an ever-evolving world.'


The maths team will …

    • Lead and influence the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of Maths from Nursery – Year 6.
    • Ensure that the Maths curriculum intent is driven by what we know our children need to be successful.
    • Ensure there are appropriate resources and staff development to support the Maths Curriculum intent
    • Understand and articulate the expectations of the Maths curriculum to support teaching and support staff in their short term planning and effective lesson delivery.
    • Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as mathematicians.
    • Ensure there is appropriate planning guidance and support so that children cam make rapid progress from their starting points.
    • Ensure an appropriate progression of mathematics skills and knowledge is in place over time so that pupils are supported to be the best mathematicians they can be, and challenge teachers to support struggling mathematicians and extend more competent ones.
    • Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
    • Identify mathematicians who need further support in specific areas of the Maths curriculum and track and monitor catch up.
    • Keep up to date with current mathematics research and subject development through an appropriate subject body or professional group such as Maths Hubs

The class teachers will, with support from the Maths team:


    • Follow the Hovingham Maths long term plan and produce short term/ maths unit planning.
    • Personally, pursue support for any particular subject knowledge and skills or gaps prior to teaching.
    • Equip classrooms with appropriate resources for children to access freely.
    • Plan and deliver Maths sessions that follow the agreed expectations as outlined in the Teaching and Learning Policy.
    • Explore small steps and effectively deconstruct the learning within sessions and evidence this on classroom working walls.
    • Ensure concrete, pictorial and abstract representations are used in every lesson.


  • Analyse formative and summative assessment to inform the following week’s teaching, as outlined in the Assessment and Feedback Policy.

Our teaching structure and sequence will follow a mastery learning

    • instructional process Lessons structure follows the 5As with opportunities for episodic teaching linked to acquire and apply.

        • Activate provides time to revisit a concept which will support the planned aim.

        • Lessons are sharply focused with a clear aim which is not deviated from.

        • Difficult points and potential misconceptions ae identified in advance and strategies to address them planned.
  • Key questions are planned, to challenge thinking and develop learning for all pupils.

      • The use of high quality materials and tasks (NRICH, NCETM Mastery/ WRM materials) to support learning and provide access to the mathematics is integrated into lessons.

      • There is regular interchange between concrete/contextual ideas and their abstract/symbolic representation. Variation is an important element here.

      • Making comparisons is an important form of developing deep knowledge. The questions “What’s the same, what’s different?” are often used to draw attention to essential features of concepts.

    • Teacher-led discussion is interspersed with short tasks involving pupil to pupil discussion and completion of short activities. Formative assessment is carried out throughout the lesson; the teacher regularly checks pupils’ knowledge and understanding and adjusts the lesson accordingly. This forms part of the mastery learning instructional process.

Our classrooms will:

    • Provide children with a range of mathematical resources to support their learning that they can access freely and interactively.
    • Have developed learning walls which include high quality examples of procedures with annotations, vocabulary with definitions, different representations of questions alongside models and images to support pupils independent work.
    • Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.


Our children will be:

    • Engaged because they are challenged by the Maths curriculum which they are provided with.
    • Resilient learners who overcome barriers and understand their own strengths and areas for development and use Hovingham’s learning tools.
    • Able to critique their own work as a mathematician because they know how to be successful and what is expected of them.
    • Safe and happy in mathematics lessons which give them opportunities to explore their own approaches to solve problems.
    • Encouraged and nurtured to overcome any barriers to their learning because feedback is positive, productive and diagnostic.
  • Develop mathematical skills and confidence over time because of careful planning, focused delivery and time to practice and refine skills.

Pupil Voice will show:


They know and remember more as they develop a understanding of the methods and skills of mathematicians at an age appropriate level.


    • A secure understanding of the key techniques and methods for each key area of the curriculum.
    • They are confident in children’s differing approaches to similar problems.
    • A progression of understanding, with appropriate vocabulary which supports and extends understanding.
    • Confidence in discussing mathematics, their own work and identifying what’s working well and what can be even better.
    • A clear understanding of different representations children are exposed to in Maths (bar model, part-whole model etc.)


Displays around school and books will show:


    • An engaging Maths curriculum which develops a range of mathematical skills.
    • Clear progression of Maths skills in line with expectations set out in the long term plan and progression grids and aim sheets.
    • That pupils, over time, develop a range of skills and techniques across all of the areas of the mathematics curriculum.
    • A variety of representations for a range of questions.
    • Fluency, reasoning and problem-solving style questions.
    • Opportunity for children to respond to feedback.


The maths team will ….

    • Celebrate the successes of pupils through planned displays, outlining the progression and Maths curriculum.
    • Collate appropriate evidence over time which evidences that pupils know more and remember more.
    • Monitor the standards in the subject to ensure the outcomes are at expected levels and where not there is targeted intervention and catch up.
    • Monitor that children are making rapid progress from their starting points.
    • Evaluate the quality of teaching and learning within maths.
    • Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the Maths curriculum is wide reaching and positive.
    • Inform all staff of any new/ upcoming information that could influence their teaching.


  • Regularly reflect on resources used to ensure they are of the highest quality.