Maths
Intent
At Hertford Heath, the Maths curriculum is designed to develop pupils who are fluent, confident and resilient mathematicians. Using the White Rose Maths scheme as the foundation of our curriculum, we provide a carefully sequenced and ambitious programme that enables pupils to build secure number sense, deepen conceptual understanding and apply mathematical knowledge with accuracy and independence.
Our intent is for all pupils to develop a strong foundation in mathematics so that they can reason mathematically, solve problems effectively and make connections across different areas of the subject. Through a mastery approach, pupils are supported to explore concepts in depth, secure key knowledge and use efficient methods with increasing fluency. We aim for pupils to see mathematics as a useful, interesting and achievable subject that helps them understand and interpret the world around them.
We want pupils to develop positive attitudes towards Maths, showing perseverance, curiosity and confidence when faced with challenge. The curriculum is inclusive and ambitious, ensuring that all pupils have access to high-quality teaching and are supported to achieve success.
Implementation
Maths is taught through the White Rose Maths scheme, which provides a clear and coherent sequence of learning from Early Years through to the end of Key Stage 2. The curriculum is carefully structured so that pupils revisit and deepen key concepts over time, allowing them to build fluency, reasoning and problem-solving skills progressively.
Teachers use the scheme to ensure that pupils are taught through a mastery approach, with a strong emphasis on:
- number and place value
- calculation strategies
- fractions, decimals and percentages
- shape, space and measure
- statistics and algebra where appropriate
- mathematical reasoning and problem solving
Lessons are designed to support pupils in understanding mathematical concepts through concrete, pictorial and abstract approaches. Pupils are given opportunities to explore, discuss and represent mathematical ideas in a variety of ways before moving towards independent application. Teachers use precise modelling, carefully chosen questions and mathematical vocabulary to deepen understanding and support all learners.
The curriculum is further enhanced through the use of NCETM materials, particularly to strengthen fluency and vocabulary progression. NCETM resources support teachers to secure pupils’ understanding of key facts, efficient methods and mathematical structures through carefully designed practice, variation and retrieval. This helps pupils to develop automaticity in core knowledge whilst maintaining depth of understanding. NCETM guidance also supports a clear progression of mathematical vocabulary, ensuring that pupils are introduced to and revisited on subject-specific language at the right time and that they can explain their reasoning with precision and confidence.
The curriculum is adapted to meet the needs of pupils of different abilities through appropriate scaffolding, variation, challenge and retrieval practice. Key knowledge is revisited regularly to support long-term retention, and misconceptions are addressed promptly through assessment and responsive teaching. Pupils are encouraged to explain their thinking, justify their methods and recognise connections between different areas of mathematics.
Maths is taught in a supportive and structured environment where fluency is developed alongside reasoning and problem solving. Pupils are encouraged to take risks, learn from mistakes and develop resilience when working with challenging concepts. Our curriculum ensures that all pupils are well prepared for the next stage of their mathematical learning.