Subject leader: Mrs Alysia Bradford



At Holme upon Spalding Moor Primary School, we recognise the importance of mathematics throughout each child’s everyday life and future. We understand that maths learning is a journey achieved through exploration, clarification, practice and application over time. We aim to teach maths using a Mastery approach. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. Through ‘Teaching for Mastery', we aim for pupils to not only become fluent in the fundamentals of mathematics, develop conceptual understanding and the ability to recall and apply knowledge rapidly, but we also teach lessons that aim for children to demonstrate a deep, conceptual understanding of topics and be able to build on this over time. In our lessons, we build secure foundations that will result in greater mathematical development of thinking skills and application. We intend to give each child the self-confidence and resilience to reach their full potential by ensuring that they have the tools to calculate fluently, reason logically, problem solve and think in abstract ways.



In order to achieve our aims, we will:

  • Deliver an inspiring and engaging mathematics curriculum, which sparks curiosity and excitement and which nurtures confidence in maths
  • Teach using lessons following the White Rose Maths Scheme of Learning which follows a ‘Mastery’ approach towards mathematics and is a blocked scheme, which allows for depth and breadth of learning within each strand of maths.
  • Provide children with a range of concrete manipulatives, pictorial representations and abstract methodologies. Use of this ‘CPA’ approach is a fundamental part of mastery in mathematics for all learners, not just those pupils with SEND. Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6.
  • Use mathematical vocabulary and stem sentences to support and encourage all children to communicate their ideas with mathematical precision and clarity.
  • Teach the vast majority of children together to progress through the curriculum content at the same pace.
  • Identify and teach small steps of learning in a ‘whole class approach’ with targeted questioning and short tasks.
  • Provide opportunities for children to demonstrate, explain, reason and discuss their mathematical knowledge learning, either verbally or in writing.
  • Ensure time is spent developing deep knowledge of the key ideas that are needed to underpin future learning.
  • Emphasise the structure and connections within the mathematics so that pupils develop deep learning that can be sustained. 
  • Make sure key facts, such as multiplication tables and addition facts within 10, are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.
  • Reinforce the use of programmes such as Timestables Rockstars
  • Ensure rapid recall and procedural knowledge is of a high level through use of ‘Learn Its’ and ‘CLIC’ tests, particularly in Key Stage 2.
  • Identify gaps in a pupil’s knowledge quickly to ensure that they grasp a concept or procedure.



  • Children will demonstrate quick recall of facts and procedures.
  • Children will have the flexibility and fluidity to move between different contexts and representations of mathematics.
  • Children will show the ability to recognise relationships and make connections in mathematics.
  • Children will have mathematical thinking skills and reason with increased confidence and accuracy.
  • Children are able to independently apply their knowledge to a range of increasingly complex problems.