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Mathematics is a core subject of the National Curriculum. It is given a high priority at Hollywell Primary School. It is a tool for everyday life. It teaches children to make sense of the world around them through developing their ability to calculate, to reason and to solve problems.


A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The national curriculum for mathematics aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
  • Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


"Good mathematics is not about how many answers you know . . . It's how you behave when you don't know"


 Mathematics is an interconnected subject in which pupils need to be able to move fluently between mathematical ideas. The programmes of study are, by necessity, organised into distinct areas, but pupils will make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Every child’s learning is supported in lessons in a variety of ways and teachers plan for the individual needs of their pupils and ensure that they’re working at the appropriate level. Our aim is for every child to be independent in how they approach problems and in choosing resources to support them in doing so.

However, decisions about when to progress will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including additional practice, before moving on.


‘Mathematics is not only a language and a subject in itself, but it is also critical in fostering logical and rigorous thinking’ – Carol Vorderman, A world-class mathematics education for all our young people (Aug. 2011)