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Little Hallingbury


Maths Curriculum 2022 (in progress)

Maths Curriculum - Intent, Implementation, Impact


Love one another (John 15:12) then all can achieve.


We seek to ensure that our curriculum reflects, develops, expresses and applies our vision and values. We are committed to life in all its fullness within our flourishing, caring Christian community. Every child is unique and respected. The spiritual, social and emotional well-being of each child is central to our school community. We are dedicated to fostering a love of learning about the world. We aspire to be dignified members of humanity. We have the hope, wisdom and resilience to overcome challenges with confidence. Our core values are love, respect, forgiveness and wisdom. From these, from our vision, from our three rights and our secrets of success, many more values follow.



We believe that maths is a unique and essential area of study, which – through high quality teaching and learning – ensures that children are well-prepared to tackle real-life problems by developing fluency, reasoning and problem solving skills, by recognising patterns and relationships, by identifying misconceptions, by developing and applying a core set of skills and by exploring depth and breadth of learning through enrichment opportunities. We believe that maths is a vital practical tool for the present and future lives of our pupils, while also being essential to their well-being and their love of learning. 


We aim for our children to become proficient, independent, self-aware and well-rounded mathematicians, well-equipped with the knowledge, skills and understanding that are included in, but not limited to, the national curriculum.

We promote a love of maths and a delight in reasoning, one that is unique and specific to the subject, while also sharing qualities in common with other STEM subjects. This means that maths has great value in its own right – for the thinking and reasoning skills it requires and develops, for its inherent qualities – as well as being valued for its application to daily life, and for the way in which it complements reasoning and thinking skills in other areas of the curriculum. 


We aim for our children to apply and develop reading, language and communication skills alongside and within maths lessons, developing the ability to articulate, discuss and explain their thinking, using key mathematical vocabulary and general English skills. We aim for our children to hypothesise, speculate and test ideas in maths, using transferable skills from science. We aim for our children to look for and see beauty, wonder and pattern in maths, applying aesthetic and philosophical thinking developed in the arts and through RE. Maths offers a unique perspective for learning about the world, one that is complemented by other subjects and modes of thinking. We aim to share our passion for this with our children.


We want our children to develop resilience through maths, becoming confident, competent and increasingly independent learners. We want them to maintain and develop curiosity, with the self-esteem and self-belief to continue to be inquisitive. We want children to be risk-takers in their learning, working in ‘mistake-friendly’ environments, where challenge and support are balanced, so that progression in understanding and attainment is maximised for each child, while retaining a love of learning. We want our children to develop growth mindsets in the subject, with maths being a means by which learning about learning can take place, while also itself benefiting from the wisdom and resilience children will develop.


We shall help our pupils prepare for the future by:


•    becoming fluent in the fundamentals of maths;
•    reasoning about maths;
•    applying maths to solve problems, including real-life application;
•    experiencing a variety of learning opportunities;
•    ensuring thorough exposure to national curriculum objectives, with differentiation where needed.


Under review - to be updated during Summer term 2022.

By the time children leave our school we expect that they:


1)    become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems, developing conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
2)    reason mathematically by applying systematic thinking, by following lines of enquiry, by conjecturing relationships and generalisations, and by developing arguments, justifications or proofs, using mathematical language;
3)    solve problems by applying maths to a variety of routine and non-routine problems with increasing sophistication, including by breaking down problems into a series of smaller steps and by persevering in seeking solutions.


To achieve this, by the time children leave school we expect that they:


•    move fluently between representations of mathematical ideas;
•    make rich connections across mathematical ideas and domains;
•    apply mathematical knowledge to science and other subjects;
•    broadly move through programmes of study at the same pace, with decisions about progress based on the security of pupil’s understanding and readiness to progress to the next stage;
•    are challenged when they grasp concepts by being offered rich and sophisticated problems before acceleration through new content;
•    consolidate understanding, including through additional practice, when not sufficiently fluent with earlier material, before moving on;
•    build secure foundations in spoken language and discussion to probe and remedy misconceptions.


By the time children move from Early Years to Key Stage 1, we expect that they have a deep understanding of number to 10, including the composition of each number; that they subitise (recognise quantities when counting) up to 5; that they automatically recall, without reference to rhymes, counting or other aids, number bonds to 5 (including subtraction facts) and some number bonds to 10, including double facts; that they verbally count beyond 20, recognising the pattern of the counting system, that they compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; that they explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.


The impacts listed above are based on the National Curriculum. It is expected that children will not be limited by the National Curriculum and that impacts are open-ended, especially through the use of rich and sophisticated challenges and problems that develop breadth and depth rather than acceleration to new content.


In order for this to happen, monitoring of teaching and learning and regular assessment will take place. Assessment in maths is done both formatively and summatively. Formative assessment will directly inform teaching within individual lessons – for individual pupils, groups and/or the whole class – and across a series of lessons. This will be evident through lesson observations and feedback, through learning walks and pupil voice, through amended and adjusted planning, through work scrutiny, through pupils self- and peer-evaluation, and through lesson study. It will also be reflected in the summative assessment of progress in specific areas of the curriculum during termly data analysis. 


Formative assessment takes place daily, in an ongoing fashion. Summative data, which will also be used formatively for longer term targets, is collected termly via Target Tracker. This data is informed through the use of relevant assessment tools, including White Rose assessments, BAM assessments, NRICH activities for reasoning and problem solving and – in Year 6 and Year 2, past assessment papers for tracking progress and coverage. Termly data is analysed by class teachers and the subject leader, with the SLT having an overview. Termly pupil progress meetings are used to highlight next step areas for individuals and groups.

Maths Curriculum Resources - Intent, Implementation, Impact - Reasoning



Reasoning Feature

NRICH home page for articles and tasks related to reasoning.



Reasoning: Identifying Opportunities (Ages 5-11)

An article exploring what reasoning is [Intent and Impact] and applying it in context for primary schools, with links to activities [Implementation]


Reasoning: Identifying Opportunities - Selection of Tasks (Ages 5-11)



Reasoning: The Journey from Novice to Expert (Ages 5-11)

An article exploring progression in reasoning [Implementation and Impact]


Reasoning: The Journey from Novice to Expert - Selection of Tasks (Age 5-11)




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