Home Page
Dream, Believe, Achieve
Reception open days for joining us in September 2023 are: Tuesday 15th November 2022 at 9:30am & 1:30pm and Friday18th November 2022 at 9:30 am & 1:30pm. Sessions will last 1 hour - please arrive 5 minutes prior to start time. Contact the school office to reserve your place
Home Page
Dream, Believe, Achieve


At Hamstead Infant School, we follow the guidance of the new National Curriculum in England in designing a programme of study, which supports and stretches all children to achieve their best. 



The mathematics curriculum is rooted in the following three key aspects, 

  1. To provide experiences that allow our children to become fluent in the fundamentals of mathematics through varied and frequent practise with increasingly complex problems over time. Pupils will develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 
  2. To reason mathematically by asking questions, discovering relationships, forming generalisations and justifying answers using mathematical language. 

  3. To solve problems by applying their mathematics in a variety of contexts, including breaking down problems into smaller steps and persevering to seek solutions. 


The end goal is for all of our children to develop the characteristics of a mathematician by showing resilience when solving more complex problems, using a range of mathematical vocabulary to justify their answers and becoming independent learners, applying their skills across the curriculum.  


When teaching mathematics at Hamstead Infant School we intend to provide opportunities for all individuals and their needs. We incorporate challenge by including activities which aim to build upon the children’s prior learning and continue to move their knowledge and skills on while allowing opportunities for reasoning and problem solving. We are committed to ensuring that children recognise maths and its importance in everyday life and also how they will be able to apply their skills in real life situations. 


Our curriculum drivers personalise the curriculum to meet the needs of the children in our school with the aim of sustained mastery, and for some, greater depth.  

Our curriculum drivers are:- 

Language – To be able to use a rich, varied and extensive range of vocabulary, which is linked to the specific subjects and areas of learning. 

Independence – To become a resilient mathematician who is confident to apply their skills across all areas of the curriculum and in everyday life. 

Outdoor – To experience their learning through outdoor opportunities and to use what is around them in the immediate and local area to enhance their learning. 




  • Lessons are planned and sequenced so that new knowledge and skills are built on what has been taught before. 

  • Teachers follow the White Rose Maths Hub and NCETM Mastering Number materials 

  • Staff refer to the Calculation Policy when teaching formal methods, understanding that some children find their own efficient methods along the way 


  • Teachers reinforce an expectation that all children are capable of achieving high standards in mathematics 

  • The majority of our children progress through the curriculum content at the same pace 

  • Differentiation is achieved by moving children on as soon as they are ready and also through interventions and support from staff. 

  • Some curriculum content is subject specific and is taught discreetly whilst other content is delivered in a cross curricular approach. 

  • Continuous provision provides opportunities to reinforce and retrieve information and skills. It is also used to replace the teaching of some aspects of the curriculum in order to apply the knowledge and skills that they have learnt.  

  • Continuous provision ensures that children repeat their learning in order for it to become embedded and for them to develop a mastery of the subject. 

  • Curriculum maps are spiral in form to ensure repetition in order to embed learning over time and develop sustained mastery for all pupils. This happens over time and requires regular retrieval. 

  • Our practice is to provide opportunities to practise, retrieve, embed, master, revisit and extend through a range of individual and group activities. Children are encouraged to be active, talk, experiment and use their imagination at every opportunity. 

  • We follow a CPA (Concrete, pictorial, abstract) approach. Children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing. They build on this concrete approach by using pictorial representations. With the foundations laid, children can move to an abstract approach using numbers and key concepts with confidence.  

Leadership, Assessment and Feedback 

  • Assessment informs teaching and learning, and children work on the objectives they are being assessed at. 

  • Children who are not making required progress are given extra support through intervention sessions and support in class. 

  • In order to support teacher judgements, children are assessed using White Rose Maths assessments termly. Analysis of these assessments is then fed into future planning.  

  • The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout the school. Working with the senior leadership team, key data is analysed and regular feedback is provided and discussed at pupil progress meetings to inform on progress and future actions.  

  • Monitoring of the subject takes the form of lesson observations, learning walks, pupil voice conversations, book scrutinies, data analysis, moderation within and between year groups and communication with the Governing body.  



The impact of our mathematics curriculum is that… 

  • Children understand the relevance and importance of what they are learning in relation to real world concepts.  

  • Children know that maths is a vital life skill that they will rely on. 

  • Children have a positive view of maths due to learning in an environment where maths is promoted as being an enjoyable subject 

  • Children are resilient and understand that we can learn from our mistakes 

  • Children are confident to ‘have a go’ and will choose the equipment they need to help them learn along with the strategies they think are best suited to each problem 

  • Our maths books evidence work of a high standard of which children take pride in 

  • The teaching sequence demonstrate good coverage of fluency, reasoning and problem solving, and knowledge and skills are built on 

  • By the end of EYFS, the vast majority of pupils have achieved a good level of development; some pupils will have gained a deeper understanding. 

  • By the end of Key Stage 1, the vast majority of pupils have sustained mastery of the content; some pupils will have a greater depth of understanding.  

  • Pupils attainment is tracked regularly and carefully to ensure pupils are on track to achieve age related expectations