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Mathematics is essential to every day life. It has been key to scientific discovery, vital in technology and crucial in engineering. Furthermore it is of paramount importance to achieving financial literacy and important in most forms of employment.

The National Curriculum for Mathematics aims to ensure that all pupils:

  • Become FLUENT in Maths, meaning they are able to calculate quickly and effectively using both mental and written methods,
  • Are able to REASON and EXPLAIN mathematically, meaning they can think logically about Maths, link different pieces of learning, and demonstrate their understanding of a concept through explanation,
  • Are able to SOLVE PROBLEMS, demonstrating that they can use their mathematical understanding to evaluate, understand and solve a variety of mathematical problems.

The new National Curriculum states that:

“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”

At Hutton Rudby we see Maths in the same way, acknowledging that it is a multi-discipline, cross-curricular, interconnected subject which should encourage creativity. We aim for the children to be able to see how Mathematics is relevant to their world, and applicable to everyday life. We also aim to instil an understanding of how Mathematics is something that the children will need as they move through their school life and into the world of employment. We believe that a high quality, inter-related and creative Maths experience should be one that develops the children’s ability to think mathematically and one which allows them to apply the tools to which they have been exposed in a variety of ways.

Following the White Rose Hub scheme of learning, we teach maths using a ‘Teaching for Mastery’ approach. This approach to teaching maths means that instead of learning mathematical procedures by rote, pupils develop a deeper understanding of mathematical concepts. This will enable them to make connections and apply their learning in different situations. Mastery is developed through the ‘Five Big Ideas’. These are:

Representation & Structure

New concepts are introduced through a variety of carefully chosen representations and structures, to help all pupils see and understand the maths. These could include the use of double-sided counters, part-part-whole models, ten frames, bar models, place value counters, base-ten and stem-sentences.


There are two elements of variation: conceptual and procedural. Both of these elements support pupils to develop a deeper understanding of maths.

Conceptual variation: new concepts are introduced in a variety of ways so pupils recognise clearly what the concept is, and also what it is not! An example of this might be when introducing rectangles – a square is a rectangle but a rhombus is not! We will also look at why.

Procedural variation: activities and questions are carefully sequenced using small steps to connect the maths and draw attention to the structure. Pupils are encouraged to notice what is kept the same, what has changed and why.


A secure understanding of early number is carefully built on to develop fluency and automaticity of key facts such as number bonds and multiplication and division facts. Pupils also develop fluency of procedures, such as written methods for addition, subtraction, multiplication and division. Pupils are encouraged to make connections and therefore use and apply their knowledge flexibly to other contexts.

Mathematical Thinking

Mathematical thinking and discussion is at the heart of our lessons. Pupils work on ideas, thank about them, reason with and discuss them with others. We aim for reasoning to be ‘throughout lessons, for all pupils, not at the end of lessons for some’.


Lessons and units of work are broken down into small, connected steps that gradually unfold and develop the concept. This provides access for all pupils and enables them to apply the concept to a range of contexts.

These ‘Five Big Ideas’ are embedded within our maths teaching to ensure pupils develop secure foundations in maths and can apply their knowledge to reason, investigate and problem solve in a variety of ways.

Long Term Plan

Calculations Policies

At Hutton Rudby Primary School, we follow the White Rose Hub scheme of learning in maths. Our calculation policy is therefore taken from the White Rose Calculation Policy. If you are providing additional support in maths, please consider our calculation policies to ensure school and home are teaching the same things regarding calculation methods. Please follow these links for calculation policies for Addition & Subtraction and Multiplication & Division.

If you have any questions about these, please contact your child’s class teacher.

Maths in EYFS

In Foundation Stage, our children receive short, taught maths sessions each day. They are based on the White Rose long-term plan, which also encompasses shape, space and measure.

Times Tables Rock Stars & Numbots

In addition to daily maths lessons, pupils develop automaticity through online platforms. These includes Numbots for Key Stage 1 and Times Tables Rock Stars for Year 2 upwards.

These platforms have proven very popular with our pupils. They enjoy regular, short sessions each week within school and at home; perusing the display boards within school which celebrate each child’s progress; regular celebrations of pupils’ improvements and achievements and battles across classes.

Useful Websites











Sports England
Osted Good
ICT Mark
Healthy Schools
Active Mark
Arts Council
The FA

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