All pupils at Hempland will

  • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
  • be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
  • reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
  • develop ‘number sense’ and have the ability to select efficiently from a range of mental and written strategies.

How Maths links with our school values

Pupils share their ideas with confidence, trusting that they will be respected and valued.  They listen to, extend and evaluate the thoughts of others and learn together.
All children are given rich and varied opportunities to grow and succeed in mathematics, including the chance to learn from their own and others’ mistakes.          
Children are ambitious learners who tackle mathematical challenge without fear of failure.  Staff and children have the determination and belief that all can achieve.
Children develop resilience through risk-taking with confidence.  They persevere in the face of challenge and appreciate that making mistakes is an opportunity to learn. 


Our mastery approach to the curriculum is designed to develop children’s knowledge, skills and understanding of mathematical concepts from the Early Years through to the end of Year 6.  Through a CPA (concrete, pictorial, abstract) method, the depth of understanding is built and children are exposed to varied representations.  These resources and scaffolding support children in mastering more abstract concepts.  

  • We follow the National Curriculum from Years 1-6 and Development Matters in Early Years; this enables progression throughout the school.
  • Based on the National Curriculum objectives, the school long-term curriculum plan outlines a logical sequence of teaching with clarity of what should be taught and when.
  • Our maths curriculum is supported by the White Rose scheme of work –  a practical teaching tool which breaks down curriculum objectives into ‘small steps’ and supports our sequential teaching structure, building on prior knowledge and skills.  
  • Our skills and knowledge progression document is used to ensure teachers take account of children’s prior knowledge, current year group expectations and objectives for following years, in order to prepare pupils adequately to succeed.  Key vocabulary and varied representations are outlined to ensure a consistent approach across school, as well as a progression in calculation methods.  
  • A key principle of teaching maths at Hempland is the concrete, pictorial and abstract approach.  Each classroom has a ‘Maths Market’ where resources are readily available to support concrete and visual learning, alongside pictorial representations and abstract methods.  Teachers model the use of these in their teaching.  
  • From years 1 to 6, maths is taught daily.  This is in addition to a daily Maths Blast session which is used to revisit taught objectives, assess and embed key knowledge and skills, as well as target areas where pupils’ understanding is not yet secure.   
  • Children are taught through clear modelling (I do, we do, you do) and participate regularly in mathematical discussion with teachers and their peers. They are encouraged to work with the teacher when modelling concepts, collaboratively, with support, and independently.            
  • A working wall in every classroom supports learning.  It includes worked examples and key mathematical vocabulary that is re-visited regularly to develop language acquisition throughout school.
  • Assessment for learning takes place on a daily basis, both within and after lessons (questioning, live marking, flexible groupings, pupil comments and feedback)
  • Groupings are flexible – taking account of assessment for learning – and children are supported by teachers, teaching assistants and other pupils.  Where needed, there are targeted interventions,  pre-teach sessions and differentiated work which is appropriate to their abilities and plans for progression.
  • Assessment of learning takes place termly (NFER/Statutory Assessment practice), alongside weekly maths blast sessions and end of unit assessments.


  • Children enjoy maths and demonstrate a positive and resilient attitude towards the subject.    
  • Children will acquire the skills and knowledge they require to succeed in life and access the next step of their education.
  • Children will work collaboratively and independently with confidence, applying their knowledge to solve increasingly complex problems.  
  • Children will demonstrate quick recall of facts, including addition/subtraction and multiplication/division, including times tables.  
  • Children will be taught and encouraged to select efficient mental and written methods.
  • Children will recognise the relationship between mathematical concepts, having a deep understanding which allows them to make connections, including being aware of the application of mathematics in real life.