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Maths Curriculum Statement


At Healey JIN School we firmly believe that our school curriculum should provide our pupils with the opportunities to develop the attitudes, skills and essential knowledge needed to enable them to grow up in this community and become responsible adults who can make a positive contribution to the modern, multicultural world. The teaching of Maths equips our children with the tools to be fluent, solve problems and have the ability to reason logically.

The National Curriculum order for Mathematics describes what must be taught in each key stage. As a school we follow the Mathematical Programme of study 2014 as it ensures continuity and progression in the Teaching of Maths.

Our pupils should

  • have a sense of the size of a number and where it fits into the number system 
  • know by heart multiplication and division facts up to 12 x 12 by the end of Year 4. 
  • know by heart number facts such as number bonds, doubles and halves
  • use what they know by heart to figure out numbers mentally 
  • calculate accurately and efficiently, both mentally and written, drawing on a range of calculation strategies 
  • make sense of number problems, including real life problems, and recognise the operations needed to solve them
  • discuss and explain their methods and reasoning using correct mathematical terms
  • judge whether their answers are reasonable and have strategies for checking them where necessary 
  • suggest suitable units for measuring and make sensible estimates of measurements 
  • explain and make predictions from the numbers in graphs, diagrams, charts and tables in appropriate curriculum areas
  • develop spatial awareness and an understanding of the properties of 2D and 3D shapes


At Healey JIN School we follow the White Rose Maths scheme of work as well as the NCETM resources in the teaching and learning of Maths. Pupils are exposed to fluency through the concrete, pictorial and abstract approach so that pupils understand maths concepts fully. Pupils are exposed to a wide range of models, visual manipulatives and practical resources to develop and deepen conceptual understanding alongside procedural fluency. This in turn, builds the foundation for enabling pupils to understand and apply skills taught in problem solving and reasoning contexts. Our aim is to develop pupils’ deeper understanding, confidence and competence in Maths.


Lessons have a clear learning objective, main activity and plenary sessions. The teaching of Maths provides children with opportunities for:

  • group learning, thinking & learning alongside their peers
  • adult guided groups
  • paired learning
  • whole class teaching
  • individual learning

Pupils engage in

  • the development of mental strategies
  • written methods 
  • practical tasks
  • investigational learning
  • problem solving 
  • mathematical discussion 
  • consolidation of basic skills and number facts; maths blasts
  • the appropriate use of ICT to support learning


Assessment is regarded as an integral part of teaching and learning and is a continuous process being monitored by the I Track Application. It is the responsibility of the class teacher to assess all pupils in their class. In our school we are continually assessing our pupils and recording their progress. We see assessment for and of learning as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring progress. Information for assessment will be gathered in various ways: by talking to the children, observing them, marking their learning, etc. Teachers will use these assessments to plan further lessons. Ongoing assessment relating to the I Track Application statements for each pupil shall be recorded electronically. The children will be formally assessed three times a year to record progress and this progress will be assessed during Pupil Progress Meetings and Inclusion Reviews.


Maths Mastery

We are currently being supported by Yorkshire Maths Hub & Carlton Primary School in the teaching & learning of Maths Mastery. We are currently completing the second year of three entitled Maths Mastery Readiness Programme.


At Healey JIN School we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. When these skills have been clearly achieved, then the stages of development in written methods are implemented as defined in the school’s calculation policy. We use vocabulary from the relevant year group when planning to help determine the appropriate terminology to use in our teaching. Children are expected to use this terminology in their verbal and written explanations. Mathematics contributes to many subjects and it is important children are given opportunities to apply and use Mathematics across the curriculum and in real contexts when possible. We endeavour at all times to set tasks that have high expectations for all, are challenging, motivating and encourage pupils to talk about what they have been doing as well as responding to written questions to develop their understanding as outlined in the school’s marking policy.

Maths in the Early Years

At Healey JIN School we provide children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure. Activities are based on practical real-life contexts to encourage inquisitive minds and develop critical thinking.

Number: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, Space and Measure: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

The Lead teacher for Maths is Mr. Feltham

Maths - Scheme of Work

We currently use the White Rose Maths small steps schemes of work for Key Stage 1 & 2. Teachers may adapt the order if opportunities for cross-curricular links are appropriate. The progression document is also available here:


As part of our Maths Mastery journey teachers may also use the guidance & resources from the NCTEM website.






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