Maths at Hill View Primary Academy 


At Hill View, we aim to plan, deliver and monitor an integrated challenging Maths approach, with the purpose of enabling children to access all areas of the curriculum. We aim to teach children to think and reason mathematically. This will ensure they become confident and fluent mathematicians who use maths as a tool to access many areas throughout their lives.

Principles and intent:

We aim to embed the mastery approach following the Power Maths scheme across the school, in all Maths lessons. We use this approach as a way to raise attainment and progress for all children.

Entitlement and enrichment:

At Hill view, we ensure children have access to a rich Maths curriculum that is tailored to meet the needs of all children: girls, boys, children with Special Educational Needs, Pupil Premium children and children with English as an additional language. All children are given opportunities to use Maths skills across a range of activities, within the wider community, including: TT Rockstars clubs and Girls Maths Groups. This affords children the opportunity to experience real life Maths problems in different contexts and builds on Cultural Capital.

Breath and Balance: (progression of skills):

Please see links to all year groups that shows progression of skills for Maths as children move through the school.

Teaching narrative:

Within a Maths lesson, children will have daily opportunities to “grapple” or freely explore problems using known strategies to “figure it out” – this pedagogy is designed to build schema, resilience and mastery. Teachers will use mathematical language and concrete representations to model new concepts to all children. Children will then use such mathematical language to explain their reasoning around the decisions and choices they have made to solve a problem.

Concrete Pictorial Abstract representations (CPA)

In all year groups, multiple representations will be used to help children explore and demonstrate mathematical ideas. Initially, when a new concept is introduced, all children will use concrete objects and manipulatives to help with understanding – this will encourage them to explain the processes and methods used to find answers.

After exploring concepts with concrete resources, children will be given opportunities to build on their understanding using appropriate pictorial representations. Once children are confident with this, they move on to an abstract approach using numbers and symbols with key concepts. In addition, children will be given reasoning and problem solving opportunities daily in order to fully understand, explore and apply ideas rather than accelerate through topics. Challenge will come from investigating a concept in new, alternative and more complex ways with the use of mastery challenges.


Children will be given opportunities to recall and apply their mathematical knowledge through frequent, well-targeted practise. This will help them to achieve a high level of fluency. However, as well as articulating facts and processes, children will begin to move between contexts and representations, recognise relationships and make connections within number. Adder and Smile badges will be rewarded to children with fast recall of facts. Teachers will use TT Rock Stars and Numbots from Year 1 to Year 6 to promote practice of recalling number facts and times table facts, at home and in school.


Children will be given the opportunity to explore reasoning during Maths lessons. Such tasks can be implemented both verbally and written. This type of mathematical learning will have the greatest impact on your children’s understanding of Maths concepts. Power Maths is designed to introduce new vocabulary in a sequenced and structured manner. Key vocabulary is reinforced during each lesson; encouraging the children to explain ideas and processes in full detailed sentences.

Problem Solving

Children will identify, understand and apply relevant principles to make connections and links between different concepts. The aim is to build on the skills needed to tackle new problems, understand, in depth, how to get to an answer and use many methods and apply them in different contexts.

Assessment and outcomes:

Pupils are assessed in multiple ways throughout the year:

  • Summative assessment is implemented on a daily basis in class by both children and adults. This may occur through questioning or live feedback against the Learning Intention and Success Criteria
  • Work produced in books
  • Assessments grids in the front of Maths books. Older children in school will sometimes use these to self-assess and set targets
  • Pupil conferencing
  • Assessment in PUMA and SATS tests (formative assessment)
Resources and Links

Power Maths:

White Rose:

TT Rock Stars:

Oak National Academy:

Maths Progression
The Progressions show progress within Maths for EYFS, and Key Stages 1 and 2; they describe the subject knowledge, skills and understanding pupils are expected to develop during the key stages. Children develop at different rates, but our Progression Grids can give you an idea of how your child’s progress compares to what is typical for their age (Age Related Expectation).
What is progress in Maths about?
Learning maths is about solving problems using key processes such as:
  • looking for patterns and relationships between numbers
  • making sense of and checking information
  • communicating and presenting maths using words and diagrams, for example, graphs and symbols
  • reasoning and developing mathematical arguments.
Progression in maths involves using and applying these processes and skills in mathematics lessons and where applicable, across the whole school curriculum and in everyday life. To do this, children need to understand key elements such as number, geometry, measures and statistics. As a mathematical problem-solver, your child should learn and use skills such as:
  • sorting
  • ordering
  • grouping
  • measuring
  • calculating
  • comparing
  • manipulating, organising and interpreting information.
Maths is an imaginative, creative way of thinking which is part of everyday living. Learning maths is also about knowing where it has come from, why it is necessary and how different cultures have contributed to the way it has developed over time. Children learn maths best through tasks where they have to make choices in order to solve a problem or a puzzle. It helps them to practise skills, ideally in an enjoyable and engaging way, supporting the development of understanding as well as their confidence and their competence.
How can I help my child’s mathematical development?
For younger children playing and talking about games together will really encourage their mathematical development and support their learning in school. All activities you do which are seen as a puzzle, a game or as a ‘finding out’ process will enhance your child’s confidence to play with numbers and help them be more competent puzzlers and problem-solvers. Encouraging them to play with numbers and develop a range of mental calculation strategies will also help build their confidence and competence. As well as playing and discussing games, older children need to practise and consolidate skills such as mental arithmetic, solving equations, working out angles and calculating an average. These skills are necessary for solving the ‘bigger’ problems they will encounter as their mathematics develops. You can also encourage your child to engage with maths in the media, looking at how numbers and graphs are used to support arguments and encouraging them to question the reasonableness of what they are presented with. They may want to investigate further by searching on the internet, for example. Many parents will find that the way maths is taught is different from their own experience. If there are aspects of maths you would like to know more about, talk to your child’s teacher.
Power Maths Calculation Policy

Power Maths Reception Calculation Policy

Power Maths KS1 Calculation Policy

Power Maths LKS2 Calculation Policy

Power Maths UKS2 Calculation Policy

Maths Learning at Hill View
Hill View adopted the mastery approach to teaching Maths last year; this year we have adopted “Power Maths”, a scheme that was developed by the educators at White Rose and has been approved by the Department of Education, to develop and improve our Maths offer even further. For further information about the scheme and how we teach Maths at Hill View from Year R to Year 6 please follow this link.
Maths assesment criteria

Click on the links below to access our Maths assessment criteria

Year 1 Maths

Year 2 Maths

Year 3 Maths

Year 4 Maths

Year 5 Maths

Year 6 Maths