Castle Hill Primary School

Castle Hill

Primary School

Belong, Believe, Achieve and Grow

Interactive Bar


Mathematics Intent

At Castle Hill Primary School, our aim is that every pupil is given a broad, balanced, engaging, practical and relevant mathematics curriculum that takes into account the National Curriculum and other guidance documents.


Our  whole school mathematics intent is:


To foster positive attitudes, fascination and excitement through the practical teaching and learning of mathematical concepts.
To develop a ‘can do’ attitude in our children especially when problem solving and finding patterns.
To broaden children's knowledge and understanding of how mathematics is used in the wider world by making rich and varied real life connections.
To enable pupils to confidently reason about their mathematics, using a suitable range of mathematical language, recognising its importance for communication and deep thinking.
To use a wide range of models, representations and practical resources to develop a deep conceptual understanding alongside procedural fluency.
In EYFS, to implement to the legal requirements for mathematics in the new reformed curriculum.


As a school, we follow the blocking sequence from the WRH, to build children's depth of understanding when teaching each mathematical skill. We compliment this with practical manipulatives and online resources from Numicon to support the CPA approach.


Daily arithmetic sessions ensure that children frequently rehearse number and calculation with a focus on mental methods and fluency. Daily arithmetic and ‘Flashback 4s’ also ensure that prior knowledge is consistently drawn upon.


Our curriculum supports children with bridging between abstract mathematical concepts and concrete representations that they can manipulate and draw upon. Teachers use White Rose Hub planning and mastery documents, Numicon resources and other NCETM documentations to ensure that we have both breath and depth across our maths curriculum. In KS2 we also use Learning By Question.


We are fully committed to develop a balance between the children’s procedural fluency and conceptual understanding.


Mathematics Progression Of Learning