At St Alban's CE Primary School, we follow the HIAS maths scheme of learning from Year 1 and this follows a spiral approach to the curriculum. In reception, maths is taught using the White Rose scheme as maths is taught through a selection of rich texts. 

As mathematicians, our INTENT is:

At St Alban’s, we strive for all pupils to leave our school being numerate with good number sense and a wide range of reasoning and problem-solving skills that can be applied to all areas of the curriculum. We understand these terms to mean the following:

• Numerate: having a good basic knowledge of arithmetic; able to understand and work with numbers.
• Number Sense: being able to use known number facts to derive unknowns and manipulate numbers and the number system to a specific end.
• Reasoning: to think mathematically, using what you already know to work out things you don't yet know.
• Problem-Solving: a general approach to solving a problem where the same general strategy can be applied to solving a variety of different problems.

The skills pupils learn in maths should not be and are not exclusive to the subject of mathematics; these are life-long skills that allow individuals to reach their full potential in any walk of life. Our pupils will carry the skills and strategies they will learn in their maths lessons for the rest of their lives. Throughout all mathematics lessons, we embed our core values of love (by supporting each other, encouraging and affirming each other), courage (persevering with a problem and learning from mistakes) and fellowship (sharing resources and working collaboratively).

And we IMPLEMENT this by:

At St Alban’s, we have adopted the HIAS spiral curriculum approach to the teaching of mathematics. This is based on a wide range of research (EEF) as well as practical application. Over the course of each term, pupils will study all key topics of the Mathematics Programme of Study. Each term will allow pupils to dive deeper into each topic but also ensure all skills remain fresh and current. By the end of the academic year, all objectives will have been covered with opportunities for skills, problem-solving, reasoning and greater depth practice. Throughout the year, a clear learning journey will be presented through long- and medium-term planning as well as being evidenced in pupils’ books.

The IMPACT of this is:

The teaching of mathematics looks significantly different from a year ago. Mathematics is now taught though a knowledge-based teaching, rather than task lead teaching. Teachers plan and deliver targeted lesson focusing on one thing the children need to know and use the most appropriate model for this. As a result, learning is tailored to ensure progress of all children.

Lessons are structured to ensure maximise learning opportunities. Pre-teaching, peel away groups, flexible grouping and in-the-moment-assessments allows children to make progress. Children who may need additional support are not capped and have opportunities to progress. Children who require more challenge are identified and catered for through a range of different approaches. Tasks for all children are varied and designed to ensure children gain their knowledge they need to be able to progress effectively in mathematics.

Explicit training on teaching times tables ensure staff deliver and effective foundational Mathematics curriculum. Clear and consistent tracking means teachers know where children are and what their next steps need to be. Where gaps are identified, children receive interventions to ensure gaps are close.

Assessment is more robust and accurate enabling teachers to use effective assessment for learning to identify children’s strengths and areas of development and adjust their teaching accordingly. Low stakes testing, termly assessments and unit entry and exit tasks ensure teachers have an accurate picture of their classes needs.

Governors, through the Governor Visit Plan and Subject Leader Reports, evaluate the work of the maths leader in ensuring that the quality of teaching and learning across the school is effective for all pupils. They ensure that pupils are ready for transition to secondary school and are equipped with the skills to flourish and succeed as caring individuals.

Medium Term Plans

HIAS Progression Documents