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To foster in the pupils the ability to ask questions, experiment and reflect in a form which can be explored in mathematical terms


To develop the necessary, flexible skills to manipulate numbers, patterns and shapes with confidence and enjoyment


To use logical reasoning to solve everyday problems in all areas of the school curriculum and in everyday life.


To appreciate mathematics as a creative discipline, crossing cultural and linguistic boundaries.


Planning and organisation

Hankham School follows  the National Numeracy Strategy framework , which  is

delivered through the three part, daily maths lesson. When planning, teachers refer to the

NNS and to the National Curriculum, Key Stages 1 and 2, which are fully aligned.

Early Years provision is provided from Curriculum Guidance  for the

Foundation Stage (QCA), which gives clear guidance and leads into the Key Objectives

for Reception pupils via Stepping Stones.


Early Years

 Children's mathematical development arises out of daily experiences in a rich and

interesting environment. Effective learning takes place when children initiate activities

within a carefully planned framework. This is consolidated and extended through

games which  gives opportunities to practise maths skills and knowledge with enthusiasm

and confidence.

  Teachers in Early Years:

·         encourage pupils to see themselves as mathematicians and to develop positive attitudes

·         maintain children's enthusiasm and confidence

·         plan a range of mathematical opportunities

·         encourage mathematical development by intervening in play to develop vocabulary

show an interest  in methods as well as solutions.


Key Stages  1 and 2

 The organisation of the School in  variable, mixed age classes means that suggested Schemes of Work need adjustments to suit our needs. We make use of the medium term NNS sample planning  grids  for each year group These provide guidance on mixed age classes, although they do not address  the issue of split year groups. In addition, the materials provided by Cumbria Education Authority offer further support with, for example , the Year 4/5 mix. Teachers are free to use their professional judgement and experience as to whether individual year group plans or mixed age plans are used  for the basis of  planning.  The expectations  in the yearly teaching programmes are as follows:


Year 1             level 1, start level 2

Year 2             consolidation of level 2, start on level 3

Year 3             revision of level 2, mainly level 3

Year 4             consolidation of level 3, start level 4

Year 5             revision of level 3, mainly level 4

Year 6             consolidation of 4, start level 5


Teachers regularly meet in Key Stages to discuss planning together and  to ensure

continuity for split year groups, i.e. Years 1, 4 and 5.

 We recognise the place of mathematics in our everyday lives and plan cross curricular

links with other subjects, before  the start of each academic year, in whole school

planning sessions.

KS2 pupils undertake investigations each half term on a year group basis to encourage

continuity and progression as well as links with other areas.


Weekly planning sheets are completed  to show learning intentions, activities,

                        vocabulary, resources, organisation and evaluations which  will fulfil these intentions. The evaluations are used to inform planning. These sheets are made available to  teaching assistants  and show  their role in delivering the learning intentions. Wherever possible teachers discuss the learning intentions and methodology before the start of the lesson. We value  the role of Teaching Assistants as an important link in the delivery of key objectives. Teachers give clear direction as to the method through which the Teaching Assistants  will help the pupils understand new concepts. 



 We build on and develop the vital work of Early Years experience.

We place great emphasis on the correct use of language to clarify ideas and concepts.

We recognise the importance of careful questioning and  matching  tasks to pupils' abilities. We believe that. whenever possible,  rich classroom activities

 ·         must be accessible to everyone at the start

·         need to allow for further challenges or simplifications

·         should involve pupils  in speculating, hypothesising, proving and explaining

·         should promote discussion and communication between pupils

·         should encourage originality, invention and raise questions

·         should be enjoyable and offer an element of surprise

·         allow pupils to learn by making mistakes without undermining confidence

  Recording and Assessment

 Early Years

Teachers record  pupil progress through the Stepping Stones from Baseline Assessment.

Samples of work may include pictures, notes taken by an adult, photographs or other methods.


Key  Stage 1

A great deal of work is completed orally and through games, songs and other practical activities. Pupils use large plain books and a variety of mathematical paper.


Key Stage 2

Again, a lot of work is completed orally. Pupils use cm squared books for most number work and a range of plain, squared and graph and isometric paper which is stored in individual files.


Recording may be symbolic, graphic, diagrammatic, pictorial, written, or in the form of models or patterns. Verbal comments and observations may be written by adults  (teachers or teaching assistants) for younger pupils or those unable to express themselves.


 The following systems for assessment are in place;


1         Teachers keep records of individual pupil  achievements and significant  progress, using the NNS sheets for key objectives in year groups, updating during the year. These are passed on to the child's next teacher at the start of the year.


2          Pupils, guided by their teachers, select samples of work each term to keep in their achievement folders. These are annotated by teachers  and older pupils. Each term  teachers carry out some  moderation as a whole staff to check against QCA Standards in Mathematics; Exemplification of key learning objectives from reception to Year 6.


3          Pupils set  personal, short term targets with help from teachers. Older pupils are expected to revisit their targets to  see whether progress has been made on a half termly basis, but younger pupils will have shorter term targets.


4          Pupils in Years 2 and 6 undergo statutory, formal  SATs . Pupils in Years 3 to 5 take optional SAT tests in May each year. From these tests, teachers monitor individual progress on an annual basis. Each summer teacher assessments are  made on pupils' work throughout the year against NC attainment targets  and are levelled as A, B or C within a level. This information helps planning for future progress. Parents are informed of pupil progress in the Annual Summary report and at parent consultation evenings.


Special Needs

 Children who experience difficulties are supported by the Class Teacher and by

Teaching Assistants on a one to one or group basis so that they can continue to access the

NNS and take part in whole class work wherever possible. The Senco  and Numeracy

Co-ordinator are consulted over more serious difficulties.

Pupils in Year 5 who are experiencing difficulties with some key concepts are supported

with extra lessons held during the School day (Springboard 5) These lessons are led by

the Numeracy Co-ordinator and are attended by a Teaching Assistant who leads a follow-

up session in the classroom. Homework and materials for practise are provided over a 10

week period. It is hoped that those children identified and receiving help will be able to

achieve the required Level 4  in KS2 SATs in Year 6

Booster Classes to increase pupil confidence and achievement are funded for Year 6  pupils who may achieve Level 4 with some extra tuition in the spring term. The lessons take place during the school day, overlapping other Numeracy work. These are taught by a regular supply teacher to a small group and are planned with the Class Teacher to ensure coverage and progression.


Equipment and resources

Each classroom has basic equipment and resources  for regular use, although these will

vary as children progress through the school.

Every class has access to the following;

0-9 cards (set per pupil)

100 square and overlays (shared between year 4/5 and 5/6 classes)


measuring sticks, metre sticks and rulers



place value cards

number lines, 0-20 and 0-100


Additional resources which are not in regular everyday use, eg weighing  scales, capacity

containers are stored in the resources room next to the Office.




 This includes TV, video,  Audio cassette, OHP, calculators and computer hardware and software and Roamer


Core maths  software;

Each classroom has the following software;


Developing Number                Counter                       Monty                       Minimax

Take Part                                 Toy Shop                     Play Train                  Superlogo

Junior Pinpoint                        Talking Clocks       


other software used by specific classes and in  cross curricular work may be loaded onto

one or more computer


Calculators are kept in the year5/6 class, although they are available for other classes when  required.

TV programs eg  KS1 Number Time  and  audio cassette Mathematics

(KS2) are kept in the  classroom most frequently using the resource.

 OHP; KS1 classrooms share,  KS2 classes have their own


Teachers' Resources


Whilst no single scheme is in operation each teacher has copies of the following to draw upon;


NNS Framework for teaching Mathematics from reception to Year 6

NNS teaching mental calculation strategies in Key Stages 1and 2

NNS teaching written calculations in Key Stages 1 and 2

Mathematical Vocabulary  book

Mathematical activities for able pupils


Other resources available are listed below


Files of investigations and materials produced by staff;     Yellow KS1

                                                                                             Blue    KS2 years 3-4

                                                                                                                 years 5-6

Master gridsheets

Games, Counting lines and Grids,  produced by ESCC   Numeracy Consultant

Spectrum Maths materials;      Starting Algebra/shape, NClevels1-3

                                                Starting Number Skills, level 1-3

                                                 Investigations, NClevel2-5


Beam KS1;      Number Calculations

                        Number Patterns        

           KS2;     Number at KS2

                        Measurement at KS2  


Curriculum Bank Number KS1 and KS2


PrimEd materials;

                              Problem Solving with Maths                 (lower KS2)

                              Problem Solving  with Maths                (middle KS2)

                              Problem Solving through Investigation (upper KS2)

                              Chance, Statistics and Graphs, age 8-10

                              Times Tables Practice

      Time Questions


Developing Mental Maths (BBC) + cassette, stage 4  (year 5-6)

Folens Mental Maths (year 4-6)

Mathematics through Art and Design

A Way with Maths

Maths from History; the Greeks

Literacy hour big books


Internet sites of interest include  ;


Review 2012

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