Maths at Redhill

At Redhill, mathematics is an essential part of the curriculum. As well as a core curriculum requirement, we aim to embed skills across the curriculum, with children having opportunities to apply their mathematical learning in real-life contexts. Mathematics is taught to every child, everyday, and shaped around the key outcomes expected by Curriculum 2014, which include a wide range of areas: number and place value, addition and subtraction, multiplication and division, fractions, ratio and proportion, geometry – position and direction and properties of shape, statistics, algebra and measurement. In all sessions, the 3 key aims of the curriculum are emphasised: number facts and knowledge, reasoning and communication, and problem solving, to ensure the children leave us as positive, confident and secure mathematicians who are willing to persevere and think creatively.

As part of our work on transition for secondary school, the year 6 teachers have been working with the KS3 teachers at Thomas Telford. There have been reciprocal visits between the schools to observe teaching and learning and discussions held to determine how each school can support the process of transition. In addition, a group of gifted and talented mathematicians are attending a weekly maths club at Thomas Telford, run by their staff, with the aim of boosting attainment and enthusiasm for the subject of mathematics.

By the time children leave our school they can:

  • Read, write, count, order, partition and round numbers to 10 000 000 and decimal number with up to three places
  • Calculate, with both mental and written strategies, using all four operations with whole numbers, fractions, decimals and negative numbers
  • Manipulate fractions in order to read, write, order, compare and calculate with them, including using decimal and percentage equivalences
  • Transform shapes in different ways (reflect and translate) and plot in all four quadrants of a co-ordinate grid
  • Recognise, describe and draw a wide range of 2D and 3D shapes and use knowledge of angles within them
  • Interpret and construct bar graphs, line graphs and pie charts and use averages to compare data
  • Use, read, write and convert between standard units of measures (length, mass, capacity, time) and calculate and compare perimeter, area and volume of different shapes
  • Solve a range of problems in all contexts, making use of algebraic knowledge

Above all, children should believe in themselves as mathematicians, to ensure a solid foundation to build on as they move on to secondary school.

Calculation Policy

Mastery in Maths

Mastery is an approach where all children can achieve at a high standard in mathematics. It is a teaching and learning approach: challenge is provided by going deeper rather than accelerating in to new content. It means being able to use mathematical knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations, through problem solving, questioning and deep mathematical thinking. It is important that children have the time and opportunity to master facts, procedures and concepts in mathematics. As a result, teachers will prioritise areas of weakness through their teaching and target time appropriately. Mastery of mathematics is not a fixed state, but a continuum where children are always striving towards something new. It is built continually throughout school and is a valuable tool for life.

Features of a Mastery Curriculum

Curriculum Design

Longer units of work, prioritising key topics

Lesson Design

Carefully structured lesson (vary where appropriate) to develop detail and depth in concepts, knowledge, skills and application

Pupil Support

Quick Intervention – picking up and addressing mis-conceptions

Teaching Resources

Carefully chosen examples and activities; varying resources – right resources for the right job (models and images)

Teaching Methods (differentiation)

Keeping the class together; teaching the same topic and aiming for depth of understanding through questioning


Practice where needed; appropriate consolidation

How it is Taught

  • Effective questioning – for deep thinking and for enquiry
  • Practice and rehearsal of key skills and knowledge
  • Exploring contexts beyond the maths lesson (real life contexts or cross curricular links)
  • Levels of Teaching/Questioning
  • Instructional (use of models/images, key vocabulary, demonstration teaching)
  • Qualifying (applying knowledge, making choices)
  • Deep/Challenge (different contexts, levels of challenge, reasoning)


  • All/Most children will achieve at least ARE
  • Deep structural knowledge (LINKS TO FLUENCY IN NUMBER)
  • Examples to make connections between topics
  • Keeping the class together (teaching the same content)
  • Using longer time for key topics

Key Threads

    • Concepts and skills for efficient calculation
    • Understanding – properties and manipulation of numbers
    • Rules and laws of arithmetic
    • Missing numbers/number boxes
    • Number balances - equality
    • Using letters to represent numbers
    • Solving equations – linking to problem solving

Links with calculation policy (DEVELOP FLUENCY)

  • Develop children’s fluency with basic number facts
  • Develop children’s fluency in mental calculation
  • Develop children’s fluency in the use of written methods
  • Develop children’s understanding of the = symbol
  • Teach inequality alongside teaching equality
  • Don’t count, calculate
  • Look for pattern and make connections
  • Use intelligent practice
  • Use empty box problems
  • Expose mathematical structure and work systematically
  • Move between the concrete and the abstract
  • Contextualise the mathematics
  • Use questioning to develop mathematical
  • Expect children to use correct mathematical terminology and speak in full sentences
  • Identify difficult points


Reasoning is a key aim of the New Mathematics Curriculum. It is not only important in its own right, but impacts on the other two aims. For example, reasoning about known facts to work out what is unknown will improve fluency. The ability to reason also supports application to new contexts and solving problems. Reasoning is an important factor in a pupil’s success in mathematics: it supports deep and sustainable learning and allows connections between topics and areas to be made.

Tips to Support Your Child with Maths

There are lots of things you can do to support your child at home! The most important thing to remember is that maths should be fun—we want children to enjoy what they are learning and feel confident in their own abilities. This will help them to be willing to “have a go”, even if they are not sure of something.

Maths is all around you and can do done little and often:

  • Discuss the shapes that you can see around the house or on a walk,, talk about the properties that make them special.
  • Read the numbers that you see on signs—really good on a long drive on the motorway!
  • When shopping, ask children to work out the totals or the change you might get. Discuss what the cost would be if I had 2, 3 or 4 of something. They could also estimate the cost with a larger shop!
  • If cooking, ask the children to measure out the ingredients. Talk about the units they are using (eg: grams for weight; millilitres for liquids) This also involves reading numbers!
  • Go out on a walk—count the number of cars or animals you see. You could make a graph of the data, ask questions about it, sort them in different ways.

It is also important that you do lots of work with numbers. Children need to have a secure understanding of numbers to achieve their best. These are just some ideas you could use to make the work fun and interesting:

  • Ordering number cards on a washing line
  • Encouraging children to use their number bonds to find change from 10p, 20p, 50p and £1
  • Painting times tables arrays/patterns
  • Matching pairs games (this could be times tables, number bonds, matching pictures to numbers or even shapes)
  • Beat the calculator or parent—Who can find the answer to the question the quickest?
  • Applying doubling and halving skills when cooking and using recipes
  • Learning finger games and rhymes for times tables and number bonds

For children who have computer access at home, there are lots of games you can use on the computer. These are really good for motivating children who are less enthusiastic about written tasks:

Online resources to be used at home

Children will have their own log on and password for each site which have previously been sent home.

Times Tables

Number Bonds

Homework or Booster Activities

Year Group Overviews