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Welcome to our Maths page

Mathematics Statement of Intent

At Hampton Hargate Primary School we promote mathematics as a skill that we all use on a daily basis because it is an essential part of everyday life. Mathematics helps everyone to make sense of the world around them. We encourage children to develop the ability to calculate, reason, problem solve, understand and appreciate relationships and patterns in both number and space. We nurture skills and attitudes such as enjoyment, resourcefulness, resilience and cooperation, with the intention to ensure that children can understand and utilise the power and purpose of mathematics throughout their everyday lives.

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

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

DfE Mathematics Programmes of Study, September 2013

Our ethos is to support our children to enjoy an inspiring, number-rich and motivational maths environment.  We want all pupils to develop a positive ‘can do’ attitude to maths and feel happy and confident in lessons. When appropriate, we do this by linking mathematical concepts, skills, knowledge and understanding to other areas of the curriculum, thus providing meaningful cross-curricular opportunities. Mathematics teaching is progressive and inclusive for all children, including SEND, Pupil Premium, EAL and those who are More Able, Gifted and Talented, through differentiated challenge, careful assessment and targeted support. Our intent is for every child to leave our care as able and independent mathematicians, with the confidence and skills required to calculate fluently, reason confidently and solve problems efficiently in the next steps of their educational journey and in preparation for adulthood.