Pudsey Primrose Hill Primary School


Intent for Maths at Primrose Hill


The intent of the maths curriculum at Primrose Hill is to ensure that we develop efficient and effective mathematicians who are able to use and apply what they know across the curriculum and in the real world. We expose our children to a wide range of mathematical concepts, allowing them the time to develop a deep understanding of what they are taught; coupled with an exposure to a wealth of efficient strategies for using and applying key recall facts to support them with their learning.

We are supported in this through our use of the White Rose Maths (WRM) scheme of work. This is used  as the core spine of our curriculum and teachers plan their lessons and learning sequences using it as a guide,  supplementing it with additional high quality resources and planning.

In early years the statutory framework for early years, a maths mastery approach and NCETM (National Centre for Excellence in the Teaching of Maths) progression summaries inform planning, teaching and provision.


The WRM scheme can be accessed here. By navigating to a specific year group and term you will be able to see clearly what elements of the mathematics curriculum are being taught at any time. 

 Elements of effective teaching and learning in mathematics at Primrose Hill Primary School



It should be explicit within the teaching of mathematics where each topic and concept fits within the learning progression; the reasons and real-world  contexts for the learning that is taking place should be explored with learners as a matter of course.


Conceptual understanding:

Learning tasks and instruction should be built from the point of view of developing strong concepts. Children should not be taught tricks or to rely heavily on algorithms without first understanding the concepts that underpin them.


Reasoning and Problem Solving:

Effective teaching of mathematics engages learners in solving problems collaboratively and independently as well as using spoken and written language to explain the reasoning behind their choices. This is not something to be saved for only the most able. All learners should have regular opportunities to engage in these activities.



Maths learning should evoke the use of strong representations in concrete, as well as, pictorial forms. These should be used to scaffold learning of all children to support the deepening of their understanding of the taught concepts. These representations should not be reserved for only those who do not attain at a high level but used for all learners to support them in making connections across the maths curriculum.



Maths teaching should encourage a high level of discourse. Children should be encouraged to contribute to discussion to build a shared understanding of effective techniques and approaches to the maths they are learning about. 



Effective teaching should use questioning to assess and advance students by drawing their eye to misconceptions, concepts and the interconnected relationship between mathematical ideas .


Fluency from Understanding:

When at its most effective, maths teaching also draws upon children’s fluency of number facts and foundational concepts to allow children to be flexible and efficient within their maths learning. Teachers should make the links between arithmetic and larger mathematical concepts to support the application of this knowledge. In turn, the skills themselves should be taught and practiced regularly both within and outside of daily maths lessons. 


Maths and Calculation Policy

Long Term Planning 

The best way to view our long term plan for maths is here at the White Rose Maths. We use their curriculum as the central guide for our maths teaching. With this link you will be able to toggle year groups, terms and blocks in order to find out what we teach and when. 


You can also find key information here about the key concepts that make up each of the blocks and some information about how this is broken down into manageable small steps for children.


If you have any further questions about the curriculum that your child is covering please contact your child's teacher. 

Initiatives, Events and 'Super Learning' days 






Owlcotes Elements -An Investigative Mind


Maths plays a large role in supporting our commitment to the Owlcotes Elements. There are particularly strong links between maths and the Investigative Mind strand. All maths lessons expose children to problem solving activities which aim to make them make links between topics and their prior knowledge and support them in developing critical thinking skills needed to succeed in maths and in later life.

Useful Links and Resources


We have many different resources that our children have access to in order to support their maths learning at home. These links can be used to access these online programs. Your child has a unique log in for each site. Should you need reminding of the details for this, please contact your child's class teacher.


Times Table RockStars

This fun button bashing game really support children to acquire the times table recall facts needed to be successful across the mathematics curriculum. playing for just 10-15 minutes 3 to 4 times a week will have a massive impact on a child's ability to recall these essential facts, something that is particularly relevant in Year 4 in preparation for the Multiplication Check in June. 



This is a fantastic resource that aligns directly with our maths curriculum. Your teacher will set weekly work fro you to access at home that aims to revisit and recap previous learning. Your teacher will be able to track your progress and support you if you get stuck with anything that you have been set.