Hathersage St. Michael's C of E (A) Primary School

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School Lane, Hathersage, Hope Valley, Derbyshire, S32 1BZ


01433 650434

Hathersage St. Michael's C of E (A) Primary School



At Hathersage St Michael’s C of E (A) Primary, we acknowledge that maths is essential to every day life and plays a fundamental role in the wider world. With this is mind, we aim to ensure that all children at our school are provided with the life long skills and foundations for understanding the world that they will need to be competent and successful mathematicians. Our aim is that all our pupils:

  • Become fluent in the fundamentals of mathematics
  • Are able to reason mathematically
  • Apply their mathematical skills in order to solve problems

Across the school from EYFS to Year 6, all lessons follow the White Rose Maths scheme of work. This provides consistency and ensures that all children are able to build on prior knowledge and skills. Our aim is to support our children on their journey to mastery. All of our children are appropriately supported, challenged and encouraged to reach their full potential through a range of teaching and learning opportunities. Mathematical concepts are often introduced via a ‘Concrete-Pictorial-Abstract’ approach, which enables our children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding. Children practise arithmetic and maths skills regularly to ensure key mathematical concepts are embedded and revisited sufficiently enough for children to be able to make and use links between mathematical topics.



At Hathersage St Michael’s C of E (A) Primary, we use the national curriculum objectives and follow White Rose Maths planning set out in small steps. Teachers use a range of high quality resources provided by White Rose Maths and supplement these further with problem solving and reasoning to challenge children at their own level. Please see below the curriculum progression document produced by White Rose Maths. Teachers follow the long term overview of units to be covered in each year group. This ensures that learning builds on prior learning and children acquire the skills they need when approaching something new.

A variety of teaching and learning strategies are used across our school to enable all children to access the content of their lessons as well as being sufficiently supported and challenged. These include using practical resources, visual representations, active maths sessions, partner and group work, supported and independent activities, targeted and differentiated questioning amongst others.

Teachers’ planning and lesson delivery takes into account children’s prior learning. Previously taught content is sufficiently revisited and built upon to allow our children to make progress within every lesson. During lessons teachers carry out informal, formative assessments such as questioning, self-assessment and feedback to ascertain where the children are with their learning. Teachers then use their professional judgements to support and challenge children to reach their full potential.



The intended impact of the Maths curriculum is that the majority of children in each year group are working at or above the expected level for their age by the end of the academic year. Teachers carry out summative assessments alongside their own assessments to inform these judgements.

In addition, it is our intended impact that our children will be:

  • Engaged and confident about their maths learning, knowledge and skills
  • Motivated to learn and able to make links between a variety of mathematical topics
  • Adequately supported and challenged to enable them to become able mathematicians
  • Demonstrate an enthusiasm for maths and use their skills to develop learning in a range of other subjects such as Science and Computing
  • Become inquisitive about maths and understand its fundamental role in everyday life

Addition and Subtraction Calculation Policy 

Multiplication and Division Calculation Policy

Maths Progression of Skills 

Maths Policy