High Ercall Primary School


What does mathematics look like at High Ercall?  

The 2014 National Curriculum for maths aims to ensure that all children become fluent in the fundamentals of Mathematics; can reason mathematically and can solve problems.  

At High Ercall Primary, these skills are embedded within mathematics lessons and developed consistently over time. We are committed to ensuring that children can recognise the importance of maths in the wider world and are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy mathematics and to experience success in the subject.  We believe that mathematics is a tool for everyday life.  It is a network of concepts and relationships which provide a way of viewing and making sense of the world.  It is used to analyse and communicate information and ideas, and to tackle a range of practical tasks and real-life problems.  Through the mathematics curriculum, we will help children develop skills, knowledge and emotional resilience.  Learning will be embedded through contextual experiences - both in the classroom and the outside environment- and problem solving activities that facilitate mathematical fluency.     


What do we want children to be able to do by the end of Year 6? 

We follow the National Curriculum expectations for mathematics and expect that our pupils will have met or exceeded the expected standards for Year 6 pupils. As the pupils progress through school, we expect them to develop their skills across all the strands of the mathematics curriculum. By acquiring a secure grasp of the fundamental concept of number and mental calculation strategies, children will be able to efficiently solve a range of problems that require mathematical fluency and emotional resilience.       


How will this support the children in lifelong learning? 

Mathematics contributes to many subjects, and it is important the children are given opportunities to apply and use their skills in real contexts. Where possible, cross curricular links are made in order to provide meaning and context to the teaching. This will allow the children to gain an understanding of how mathematics fits in to everyday life and make connections with the real world.  




How is the curriculum for mathematics organised and how do we teach it? 

The National Curriculum 2014 forms the basis of teaching and learning. All children receive at least the minimum entitlement of a daily mathematics lesson.  

As a guide, the strands of the Programmes of Study for each year group will be delivered following the guidance from the White Rose termly plans. These suggest how many weeks each strand could be taught during a term. However, the time allocation may vary slightly between each class depending upon the needs of a particular cohort. Teachers work towards independent learning and plan for different working groups. They employ a range of generic teaching strategies. 

By following the Programmes of Study, this ensures continuity in the planning and delivery of mathematics for each year. The strands for mathematics follow the same areas but with the number of learning objectives and expectations increasing as the years progress. This facilitates easy transition from KS1 to KS2. 



The National Curriculum 2014 states age related expectations in each area of study. Using this as a basis, teachers can ensure that the work is pitched appropriately and assess whether a pupils is achieving age related expectations. Progression and coverage can quickly be identified and shared with all stakeholders.   

We recognise the importance of establishing a secure foundation in mental calculation and the recall of number facts, alongside standard written methods as outlined in the school’s Written Calculation Policy. We model the correct mathematical vocabulary and children are expected to use it in their verbal and written explanations. The school uses ‘Medal Maths’ and ‘Times Table Rock Stars’ to encourage pupils to learn times tables and number facts.    




How do we review learning in mathematics? 

Assessment for Learning (AFL) is regarded as an essential part of teaching and learning and is a continuous process which is shared with all learners. All class teachers are committed to raising standards of attainment through AFL and are responsible for the assessment of all pupils in their class. We are continually assessing pupils’ progress. We see assessment as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring confidence and progress.  


Summative testing takes a snapshot of learning which establishes what a child can do at a given time. 

These strategies are used in school: 


  • Statutory Assessments – pupils are assessed at the end of Key Stage 1 and Key Stage 2 through national tests. These provide a summative end of key stage attainment result, and can be compared to national outcomes.  
  • Non-statutory tests – commercially produced tests (PUMA, WHITEROSE) are administered voluntarily in school each term to evaluate attainment against year group expectations in the National Curriculum. 
  • Termly teacher assessments – progress and attainment are measured termly against the year group expectations. Evidence in pupils’ books is used to support judgements. 
  • End of year teacher assessments – teacher assessment is made in all year groups through to Year 6. Non – statutory tests are used to inform teacher assessments. 


Alongside summative testing, the impact of the curriculum offer and pupil progress is closely monitored by the mathematics subject leader, senior management and governors.  This is facilitated through book scrutiny, which evaluates the pitch, coverage and progress over a given time. Through lesson observations, the pedagogy and quality of teaching and learning can be assessed. As part of the school’s monitoring cycle, governors are encouraged to talk to pupils about their learning. These are shared in full governors’ meetings and contribute to future planning.   

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