At Whitings Hill, mathematics intends to ensure that all pupils:
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Apply mastery skills.
Apply mathematical knowledge across the curriculum e.g. science
Move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.
Know times table facts by the end of Year 4.
Are challenged through being offered rich mastery and sophisticated problems for children that grasp concepts quickly, rather than any acceleration through new content.
Are challenged through varied and high quality activities with a focus on fluency, reasoning and problem solving. Greater depth pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings.
Consolidate their understanding from previous years, including through additional practice, before moving on.
Are provided 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.
Use a wide range of mathematical resources to show their workings in a concrete, pictorial and abstract form wherever suitable.
Make sense of the world around them relating the pattern between mathematics and everyday life.
Have a range of opportunities to apply Maths skills and knowledge across the curriculum and in everyday situations e.g. baking, using time tables for buses etc.
Are prepared for a successful working life through theme weeks and also visits from different professions such as Metro Bank.
To help structure and plan our lessons, from early years – Year 6, we use White Rose Maths Hub schemes of learning to ensure firm foundations and sequence our learning. Alongside the SOL, we use a range of rich resources to enhance our lessons and deepen understanding from websites such as Deepening Understanding, NCETM and NRich. To ensure a consistent approach, there is a calculation policy that is used.
Concrete Pictorial Abstract (CPA)
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images
Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed twice a year; their results form discussions in termly Pupil Progress Meeting. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.
To supplement our learning here at Whitings Hill, children have access to various learning platforms including Times Table Rock Stars and NumBots. We hold competitions and events linked to these.
Number skills fluency
Our Rocket Maths challenge and fluency progression documents are used to ensure children develop their number fluency.
Times tables play an important part in our maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables are being developed, children are also learning how to apply and manipulate their understanding of this to reason and solve problems. Once the children have completed their Rocket maths challenge, the children take part in our times table medals system.
Embedding Mathematical knowledge and understanding
Flashback 4 is used daily in Maths lessons to ensure children recap on previous learning. Flashback4 includes 4 questions:
From the previous lesson
From earlier within the unit
An area of maths taught earlier in the year/from the previous year.
Ready to Progress Criteria is also used as part of interventions to support learners
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