Holmgate Primary School and Nursery


Maths Curriculum Statement

Maths Vision Statement

At Holmgate Primary School, we believe that the skills learned in Mathematics are vital for children and their future opportunities. We aim to produce confident learners, who are able to see and make connections between the different areas of Mathematics. We believe that, by that all children leave us in Year 6 they should be able to think mathematically, enabling them to reason, solve problems and assess risk in a range of contexts.


We believe that all children should have:

  • A deep understanding of maths and number.
  • A positive and resilient attitude towards the subject.
  • Competence and confidence in mathematical knowledge, concepts and skills.
  • An ability to be problem solvers, who can reason, think logically, work systematically and apply their knowledge of mathematics.
  • A range of learning strategies: working both collaboratively and independently.
  • Develop Mathematical language which they can express appropriately and proficiently.
  • An understanding of the importance of mathematics in everyday life and its real life context.
  • An ability to be an independent learners who take responsibility for their own learning.

Our maths curriculum aims to ensure that all pupils:

Become fluent in the fundamentals of mathematics through placing number at the heart of our curriculum with daily arithmetic practice to ensure fluency of number facts.

  • Are provided with reasoning opportunities that enable them to apply logical thinking to a problem and describe orally/and in writing how they would develop a strategy to solve it.
  • Can solve problems by ensuring problem solving is embedded in every lesson and variation of questions are used to enable children to apply their knowledge to different situations.
  • Rich connections across mathematical ideas to develop fluency are encouraged through a variation of questions, which can be seen in every lesson and evidenced in the maths books.
  • Challenge is built into every lesson for pupils who grasp concepts rapidly.
  • Same day intervention is provided for children who are not sufficiently fluent with earlier material to consolidate their understanding.



  • Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.
  • In EYFS Mathematical understanding will be developed through whole class sessions as well as stories, songs, games and imaginative play.
  • Throughout school, we follow the EYFS Development Matters Framework, National Curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment.
  • The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
  • Times Table & Arithmetic skills are at the heart of our learning and practised daily in class to enable greater fluency.
  • Maths Vocabulary forms part of every lesson and is displayed/modelled throughout learning.
  • New concepts are introduced using a concrete, pictorial, abstract approach. Concrete resources and pictorial representations are then used frequently to ensure deep understanding.
  • Pupils complete a post learning task after each unit, using White Rose Assessments so that gaps can be highlighted and intervened upon.
  • During lessons children have opportunities for self and peer assessment so that they can consider what they did well and how to improve.
  • Home school learning tools enable our families to support their children via: NumBots, Times Tables Rock Stars, Mathletics and Purple Mash.  


As a result of Maths teaching at Holmgate Primary School you will see:

In lesson observations and book looks:

  • Children who are enjoying their learning, engaged and challenged appropriately.
  • Resilient children who believe that they can achieve.
  • Work that demonstrates a deep understanding of maths and recollection of number facts.
  • Work that enables flexibility and fluidity to move between different contexts and representations of maths.
  • In Assessment:
  • Assessment of learning that is continuous and ongoing to ensure that all children make good progress.
  • Summative assessments completed at the end of each unit of work and at the end of a term, using the White Rose Assessment materials.

November 2021 – Miss E.Hickens

 EYFS Summary of Learning.jpgDownload
 Year 1 Summary of Learning (1).jpgDownload
 Year 2 Summary of Learning (1).jpgDownload
 Year 3 Summary of Learning.jpgDownload
 Year 4 Summary of Learning.jpgDownload
 Year 5 Summary of Learning.jpgDownload
 Year 6 Summary of Learning.jpgDownload
Showing 1-7 of 7