Maths at Holystone





Maths at Holystone



Maths Intent

At Holystone, we believe that in maths, “Every child should feel valued and experience the feeling of success.”  Maths is a core skill that is required throughout life and as such, it is a cornerstone of our school curriculum.

Maths is taught every day from Nursery to Year 6.

In the Early Years, the focus of maths is on the three main areas: number, calculating and shape, space and measure. This is taught via play, structured activities and child-initiated learning.

Years 1 to 6 follow the aims and guidelines of the National Curriculum focussing on fluency, reasoning and problem solving. 

Our maths provision is underpinned by the school’s Core Values:


At Holystone, we recognise each child is different, so teachers carefully plan high quality, engaging lessons to meet the needs of every child. Children are encouraged to work together, to investigate and discuss ideas, ensuring every child’s contribution is listened to and respected.


At Holystone, we take the children to the outstanding local country park, forests and beaches to take part in outdoor maths sessions, which develop the links between our natural environments and everyday maths.


By teaching maths through fun real-life contexts, we aim to develop children who are independent thinkers and confident to use maths in everyday life.


At Holystone, we want each child to develop to their full potential.  Our aim is for everyone to develop a positive can-do attitude towards maths.  Through using concrete, pictorial and abstract methods, we develop a supportive environment.  We encourage children to learn from their mistakes and build a resilience to try again or try a different method and not be defeated when challenged.


Maths Implementation

By the end of EYFS-

By the end of Key Stage 1

  • Children will be developing a confidence and mental fluency with whole numbers, counting and place value.
  • They will be able to use numerals, words and the four operations, using concrete, pictorial and abstract methods.
  • Children will be able to use the correct vocabulary, name, describe, draw, sort and compare common 2-D and 3-D shapes.
  • They will be able to use the vocabulary and recognise the symbols for a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
  • Children will be confident and fluent with number bonds to 20.  They will be able to use related number facts up to 100.
  • Children will be able to recognise the relationship between addition and subtraction and able to use the inverse to solve a problem.
  • They will be beginning to use mathematically vocabulary and applying it to real life situations. 

By the end of Key Stage 2

  • Children will continue to be increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value with the introduction of negative numbers.
  • Children to have a real life understanding of the number system and place value to include larger integers.
  • They will be able to recall all of the multiplication tables up to and including the 12’s by the end of Summer 1 term in Year 4.
  • Children will be able to use their mathematical knowledge to use this in a wide range of problem solving. Including complex number and arithmetic both written and mentally.
  • They will have a secure knowledge of mathematical vocabulary around algebra as a tool to help with a variety of problems.
  • Children will be able to compare and classify geometric shapes based on their properties, sizes and find and identify any angles in triangles, quadrilateral and regular polygons.
  • They will be fluent in written methods for all four operations, including long multiplication and division.
  • Children will understand the importance of understanding and calculation fractions and area. They will have the ability to use this knowledge in everyday situations.
  • The children will have the confidence and knowledge of a wide range of mathematical vocabulary which is weaved throughout the curriculum.

This is how it works

  • Teachers lead from the front with a positive can-do attitude and they promote the enjoyment and fact that ‘We can all achieve in maths!’
  • Children will be taught with the intention they will develop a secure and deep understanding of mathematical concepts through manageable steps.
  • They will be taught to use their mistakes and misconceptions as an embedded learning tool in maths.
  • Learning environments will be promoted as a safe learning place and misconceptions worked through.
  • Learning intentions will be shared with children and they will be reminded what they have already been taught that could help them.
  • Teachers will prepare challenges for children to encourage a deeper understanding and mastery.
  • Challenge will be given where the children are asked to reason and prove their understanding to embed a deeper understanding.
  • Maths number talk will be used throughout the school to develop the understand and vocabulary of maths and so children can see there is more than one way to see a maths number/problem.
  • Pre-teaching and or immediate interventions will be used , when available resources allow, to prepare children for the lesson.

This is what adults do

  • Teachers will carefully plan progressive lessons which build on prior knowledge inline with the National Curriculum.
  • Learning environments are creative, rich in resources that support learning.
  • Book looks, learning walks, pupil voice and lessons visits will be organised to ensure a spiral learning.
  • Lessons will be planned allowing children to learning through concrete, pictorial and abstract activities.
  • Teachers and staff will engage enthusiastically with CPD.

This is how we support

  • We will use White Rose Maths as a tool to prepare our lessons so children get use to the structure.
  • When required teachers will differentiate work and offer mastery challenges.
  • Small group work will take place and children given extra support to fill any gaps.
  • Teachers and support staff will quickly identify any child who requires additional support in a specific area.
  • The school marking policy will be used.

This is how we challenge

  • Teachers will differentiate parts of the lessons as required.
  • Challenges will be provided to stretch and allow for mastery of area.
  • Teachers will prepare some open-ended investigations to allow children to take the learning to different levels.
  • Teachers will differentiate their questions to allow all children to engage and achieve in activities.
  • From Year 2 children will be placed into maths sets within their year group.

This is how we ensure all children can access the curriculum

  • All children are taught daily maths lessons.
  • Lesson are taught at the appropriate level and follow on from the previous year’s learning.
  • Teacher will target intervention for those that need extra support.
  • Addition support resources will be made available where required i.e. number lines, number squares, dienes, numicon, etc.
  • Repetition and revisiting will be embedded throughout the school.


Maths Impact

This is what you might typically see

  • Children showing enthusiasm towards maths
  • Concrete, pictorial and abstract representations
  • A range of different activities and opportunities to work independently, with a partner and in small groups
  • Engagement and perseverance
  • Self-motivated children who take ownership of their learning
  • Children showing resilience towards maths and a can-do attitude
  • Children reflecting on their learning and how it relates to the everyday world and real-life contexts

This is how we know how well our pupils are doing

  • Assessment for learning is embedded throughout every lesson and verbal feedback is given to individuals, small groups and the whole class
  • Our school marking policy is used to mark books and provide feedback
  • Peer and self-assessment opportunities for children 
  • NTS end of term assessments
  • Assessment is tracked and data is entered onto Target Tracker at the end of each term
  • Learning walks, lesson visits, book scrutiny and pupil voice
  • Cross school moderation with other schools in the local council (when the wider situation allows)


This is the impact of the teaching

  • Children enjoy their maths lessons
  • Children can talk confidently about the subject and can use correct mathematical vocabulary in their discussions
  • Children have a deep understanding of mathematical concepts and can apply their knowledge to different contexts
  • Children have the skills to use methods independently and can show resilience when tackling problems
  • The percentage of children working at age-related expectations within each year group will be at least in line with national average
  • The percentage of children working at greater depth within each year group will be at least in line with the national average
  • Children will be ready for the next step in their learning
  • Children can apply their mathematical knowledge to real-life concepts