Mathematics at Hexton

Mathematics is the most beautiful and most powerful creation of the human spirit.

We aim to provide a high quality mathematics education, promoting an appreciation of the mysterious power of mathematics, and a sense of pleasure and curiosity in mathematical learning. We aim to develop mathematical understanding alongside mathematical processes, developing pupils’ fluency and mastery of key concepts, skills and processes. Our pupils learn to reason and to solve problems by applying their maths in a range of contexts.

At Hexton JMI, we follow White Rose maths planning. We adapt the materials to ensure we are using dyslexia-friendly approaches to teaching and learning, and include one day a week of investigations to encourage children to reason and problem solve. Wherever possible, we adopt a CPA (Concrete, Pictorial, Abstract) approach to mathematics. This involves using concrete resources and visual or pictorial representations to explain mathematical concepts, alongside the traditional abstract or “written method.”

In pupil workbooks, children respond to feedback from staff using a green pen and record their thinking using ‘red for reasoning’ pens.  

We are part of two Maths Hubs projects this academic year – Mastering Number and Teaching for Mastery. This involves great CPD for teachers, allowing them to observe and embed strong new practice by regularly visiting other schools. 

Maths Fluency

Pupils in all year groups from Year One have weekly maths fluency sessions separate to their maths lessons. These sessions are short, fun lessons. Fluency sessions never include new learning, but are instead about going over material children have already learnt but need to rehearse in order to embed. Usually, these sessions are either practical or have children learning on whiteboards. Sessions usually have up to three topics to focus on at a time, and the focus will remain the same for several weeks. 

Mathematics in the EYFS:

Mathematics in the Early Years Foundation Stage Curriculum comes under two strands, each of which has an Early Learning Goal attached:-



Early Learning Goal: Have a deep understanding of number to 10, including the composition of each number;

– Subitise (recognise quantities without counting) up to 5;

– Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.


Numerical Patterns

Early Learning Goal: Verbally count beyond 20, recognising the pattern of the counting system;

– Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;

– Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.


The Early Learning Goals define the level of development children are expected to attain by the end of the Reception year.

The National Curriculum for Mathematics:

Programmes of study




Reading, writing, comparing  and recognising numbers, place value, addition, subtraction, estimate and use the inverse, multiplication, division, fractions, decimals and percentages, rounding, roman numerals, negative numbers, square and cubed numbers.

Year 1


Length, height, mass, weight, capacity, volume, time (analogue and digital), money, chronology, volume, area and perimeter, metric and imperial unit conversion.

Year 1


2d shapes, 3d shapes, position and direction, patterns and sequences, lines – horizontal, vertical, parallel and perpendicular, angles, symmetry, co-ordinates, translating, reflecting and plotting shapes.

Year 1


Interpreting data, pictograms, bar charts, tables, graphs, line graphs, timetables.

Year 2

Ratio and proportion

Relative size problems, percentages of amounts, scale factors, applying knowledge of fractions and multiples.

Year 6


Formulae, linear number sequences, missing number problems, solving equations.

Year 6