Mathematical Understanding


Mathematics teaching at Henbury Court Primary Academy is geared towards enabling each pupil to develop within their capabilities; not only the mathematical skills and understanding required for later life, but also an enthusiasm and fascination about maths itself. We aim to increase pupil confidence in mathematics so they are able to express themselves and their ideas using the language of maths with assurance. We are continually aiming to raise the standards of achievement in Henbury Court Primary Academy.

Maths Awards

Please click here for our Maths Award system

Maths Calculation Policy

Our Maths Calculation Policy sets out the agreed methods used progressively throughout the school. Children need to fully understand each of the stages before they move onto the next one so that teachers are secure that children have a range of strategies to use when completing calculations.

Click here to look at our policy so you know how your children are being taught the four number operations.

Maths Curriculum Overviews

In our school we follow the National Curriculum. This documents set out the objectives which need to be covered during a child's time in each year group. Click below to find out what areas are being covered in your child's year group this term.

Reception Year Overview

Year 1 Term 4 Overview

Year 2 Term 4 Overview

Year 3 Term 4 Overview

Year 4 Term 4 Overview

Year 5 Term 4 Overview

Year 6 Term 4 Overview

Our curriculum for mathematics aims to ensure all pupils:

- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge accurately and rapidly

- 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, including breaking down problems into simpler steps

Statutory Requirements

Statutory requirements for the teaching and learning of Maths are laid out in the national curriculum in England document (2014) and in the Mathematical Development sections of the Statutory Framework for the Early Years Foundation Stage (2012). The programmes of study for mathematics are set out year-by-year for key stages 1 and 2.

Approaches to Teaching & Learning

Daily mathematics lessons take place within class, differentiated to meet the needs of all children in the class.  Mathematical proficiency requires a focus on core knowledge and procedural fluency so that pupils can carry out mathematical procedures flexibly, accurately, consistently and efficiently. Practical, hands-on experiences of using, comparing and calculating with numbers and quantities are of crucial importance in establishing the best mathematical start. Manipulatives, such as Numicon, Dienes, number beads and place value counters, are used regularly to enable children to visualise mathematical concepts and ideas. Consistent use of meaningful and engaging images and models allow children to develop a robust understanding of the concepts underpinning the required calculation, number and measure strands. Agreed calculation strategies, models & images and mental calculations for each of the number operations are recorded in the Henbury Court Primary Academy Calculation Policy. We recognise that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are organised into apparently distinct domains, but through explicitly teaching and modelling pupils are encouraged to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. 

In each Maths session, teachers identify groups working with adults and record this in their planning. These sessions have a clear focus. Broadly speaking, pupil knowledge and understanding develops from the concrete, to the pictorial through to the abstract. Children working within any one class may be working at different points of the spectrum. Teachers use their own assessments to differentiate classroom teaching accordingly. Problem solving and mathematical reasoning is embedded in weekly maths lessons through questioning, investigations and problem solving. The agreed problem solving framework for Years 1 to 6 is RUCSAC. 

Children are taught to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Through (graphical) representation and planned questioning (Bubble Questions), children are taught how to demonstrate their understanding of mathematically concepts.