Mathematics
Mathematics Intent
At Horsforth Featherbank Primary School, our approach is informed by Department for Education guidance, Ofsted expectations and the Education Endowment Foundation’s research papers Improving Mathematics in the Early Years and Key Stage One (2020), Improving Mathematics in Key Stages Two and Three (2017) and (2022). Our intent is to provide a high-quality mathematics education that is fully aligned with the aims of the National Curriculum and underpinned by evidence. Our aim is to foster enjoyment, curiosity and confidence, enabling all pupils to think logically, creatively and independently within a supportive and inclusive environment.
We strive to ensure that all pupils become fluent in the fundamentals of mathematics through varied and frequent practice, developing secure conceptual understanding alongside the ability to recall and apply knowledge rapidly and accurately. Pupils are taught to reason mathematically by following lines of enquiry, making conjectures, generalising and developing arguments or justifications using precise mathematical language. They are encouraged to solve problems by applying their knowledge to a range of routine and non-routine situations, breaking down problems into smaller steps and persevering in seeking solutions.
Throughout all stages, our aim is for children to achieve the following:
- Develop fluency in number facts, place value and the four operations with rapid recall where appropriate.
- Foster logical thinking and the ability to structure work systematically.
- Develop independence alongside collaboration, sharing ideas, questioning one another and exploring different methods.
- Use mathematical language to articulate ideas, explanations and justifications clearly.
- Nurture curiosity, creativity and enjoyment of mathematics both inside and outside the classroom.
Mathematics is taught through a flexible and inclusive mastery approach designed to develop breadth of understanding. Teaching is carefully sequenced so that pupils spend longer on key concepts, revisit them regularly and make rich connections across areas of mathematics. We make deliberate use of high-quality resources, mathematical talk and ongoing assessment to address misconceptions and support all pupils to make progress. This consistent approach ensures that children build secure foundations in the Early Years and Key Stage 1 and deepen their understanding across all areas of mathematics in Key Stage 2.
Through this approach, we aim to provide pupils with a love of mathematics and the knowledge, skills and resilience to succeed in mathematics, preparing them not only for the next stage of their education but also for lifelong application in the wider world, work and everyday decision making.
Mathematics Impact
At Featherbank, assessment in Mathematics is a continuous cycle of teaching, learning and reflection that supports children to build secure, connected mathematical understanding. Teachers recognise that children enter each phase with varied mathematical experiences and starting points; careful, early assessment enables teachers to identify what children do and do not know in order to identify the appropriate areas to extend learning. Assessment is purposeful and diagnostic: it is used to reveal understanding, expose misconceptions and clarifies next steps which are used to improve inform classroom practice. Effective feedback is a key part of the response to any assessment: it should be specific, clear, sparing and encourage further effort and make the next steps explicit.
The monitoring of Mathematics is carried out through a range of coordinated approaches to ensure high-quality teaching and learning. Monitoring consists of lesson observations and drop-ins to evaluate teaching strategies, engagement and the use of mathematical language; book scrutinies are carried out across year groups to assess the coverage of the curriculum, the development skills and the application of mathematical concepts in a variety of contexts; staff voice is gathered through professional dialogue and team meetings to identify successes, challenges and areas for professional development; pupil voice is used to capture children’s understanding of their learning, confidence and enjoyment in mathematics and the effectiveness of lessons. Together, these strategies enable the school to identify strengths, address gaps, inform planning and ensure that all pupils, including those with SEND and disadvantaged pupils, make sustained progress in mathematics.
Formative Assessment
Formative assessment is continuous and central to classroom practice. Teachers and support staff make systematic observations of pupils’ understanding and reasoning during lessons. Evidence for formative assessment might include annotated work, pupil dialogue, photographic records, cross-curricular application and tasks set in real-life contexts. Teachers use identified misconceptions and targeted questioning to adapt teaching responsively; assessment therefore actively drives learning.
Formative assessment outcomes inform feedback, immediate scaffolding and short-term planning so that lessons build on prior knowledge and address identified gaps promptly.
Summative Assessment
Summative assessment provides formal measures of attainment and progress while complementing ongoing formative evidence. It is used to give teachers precise information about what pupils do and do not know so that future teaching can be planned to consolidate strengths and address weaknesses. Formal tests may be employed alongside class assessments, observations and pupil conferences to build a full picture of learning.
All termly assessment data are submitted to the Senior Leadership Team via the school’s internal tracking system and are recorded using the agreed framework language (working below, working towards, working at, working at greater depth). For pupils working below age-related expectations, assessment is supported by ‘stages-not-ages’ and Individual Provision Maps (IPMs).
Half-termly Pupil Progress Meetings review the impact of teaching and intervention and ensure that all pupils, including those with SEND and those in receipt of additional funding, are making sustained progress. Provision mapping is used to plan, monitor and review targeted support and challenge. Statutory assessments are administered in line with Department for Education requirements: Reception children are assessed against the EYFS Early Learning Goals using the EYFS Profile, and Year Six pupils complete the end of Key Stage assessments in Mathematics.
Maths Policy
We follow the National Curriculum and regularly review our school's Maths Policy to ensure that we are placing our children's learning at the heart of everything we do.
Mathematics Links
Here are some recommended websites for supplementing learning in Maths as well as for aiding with homework:
