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Maths at Hylands

At Hylands Primary School we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. 

How to support your child at home

Whilst there are many ways to support your child at home, we have provided some suggested activites and links below for you to use with your children. 

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The Above is Underpinned by...

The Teaching of Fluency

We intend for all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

The Teaching of Problem Solving

We intend for all pupils to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

A vocabulary Rich Environment

We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically. 


We implement our approach through high quality teaching, delivering appropriately challenging work for all individuals. We use a range of planning resources including those provided by the White Rose Hubs, NCETM and NRICH. We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We also take part in training opportunities and regional networking events.

At Hylands we have implemented the ‘Aspire Approach’ to the recording of mathematical activities. Every child works through age related expectation activities that are chosen to ensure confidence in the unit of work and assess any misunderstandings and misconceptions. These activities promote the concept of further fluency, developing reasoning and problem solving throughout. Once the children have shown a good understanding of the topic they are encouraged to delve deeper with working above age related expectation questions, which encourage a mastery level of thinking. 

Thoughour teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

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