Your new design will be uploaded in:
Please contact Delivery Team on
0113 3200 750 if you have any queries.

Highnam Church Of England Primary Academy

01452 525872

Wetherleigh Drive, Highnam, Gloucester, GL2 8LW

Children with Confidence



At Highnam C of E Primary Academy, we adopt a mastery approach to the teaching and learning of mathematics in line with the National Curriculum (2014). Our ethos is that all children can find success in the study of maths and become confident mathematicians, believing that children should not be limited by prior attainment. At Highnam, we teach skills to ensure that our children are resilient learners who become life-long mathematicians and we aim to do this through the high-quality teaching of a stimulating and engaging maths curriculum. We promote children’s enjoyment of maths and provide opportunities for children to build a conceptual understanding of maths before applying their knowledge to everyday problems and challenges. We ensure that challenge is provided for all children, whatever their understanding.  Our maths lessons promote a deep, long-term, secure and adaptable understanding of the subject, so that children become fluent in calculations; possess a growing confidence to reason mathematically and hone their problem-solving skills, recognising that these three areas are equally important. By making rich connections between and across mathematical concepts, children develop their fluency, reasoning and problem-solving skills within lessons, working with their peers, in groups, or independently. At Highnam, we believe that it is key for children to develop a comprehensive understanding of fundamental mental skills which underpin much of the mathematical concepts in order for pupils to be able to build on their mathematical knowledge, year on year.


Pupils in the Early Years are prepared for the National Curriculum by developing a solid conceptual understanding of number, shape, space and measure. The Early Years Foundation Framework is used to guide mathematical learning in Reception. From years 1 to 6, in order to embed our mastery approach, teachers follow White Rose Maths and Maths Nav which are both published schemes and the school has close links with our local Maths Hub to ensure that our teaching is adapting to the newest developments of mastery. We use these schemes to give sufficient time for teachers to explore and understand concepts in depth. The practice and consolidation of areas ensures that children grasp links between topics and understand them more deeply. A clear progression and coherence of teaching mathematics across the school is achieved by planning and delivering lessons with the aid of high-quality and rich resources including White Rose Maths materials; Maths Nav; mastery resources from NCETM and NRICH, as well as the Ready to Progress criteria. ‘I See Reasoning and Problem-Solving’ resources are used to promote rich discussion and to deepen pupils’ learning as a whole-class, in groups or independently. Current learning is displayed on maths working walls for children to access and refer to which provides key vocabulary and methods for pupils to use within their learning. Across the school, children have the opportunity to practise their arithmetic and develop fundamental mathematical skills daily. Opportunities to enhance the curriculum will be planned, such as through the use of outdoor learning, and where possible, cross-curricular links will be made. In line with the national curriculum (2014), daily maths lessons are broken down into a series of small, connected steps, each building on the children’s prior knowledge and learning. Each lesson focuses on one small step or a series of small steps. Throughout the school, mathematical concepts are introduced using concrete manipulatives, supported by pictorial representations in order for children to use abstract approaches to develop a conceptual understanding of mathematics. By using all three, the children explore and demonstrate their mathematical learning. Together, these elements help to cement knowledge so children truly understand what they have learnt. Teachers plan and deliver lessons which address the needs of all pupils with the use of scaffolding, skilful questioning, intervention and carefully designed enriching activities. Within the lesson, children have the opportunity to practise fluency, reason their understanding and solve-problems and this may be part of whole-class learning or when they reach “Do it, Stretch it, Solve it” where children complete well-thought out problems designed by the teacher to solve. The curriculum will challenge all pupils through offering rich and sophisticated problems and will be adapted and developed to support those with special educational needs. Pupils who grasp concepts more quickly, deepen their learning through challenge before any acceleration to new content. Those who are not sufficiently fluent with earlier material, consolidate their understanding, including through additional practice, before moving on. Key Instant Recall Facts are practised half-termly to support pupils in their retrieval of key facts, recalling them instantly. Numbots and Times-Table Rockstar are used to practise and develop key number-bond and times-table facts.


Within maths lessons, pupils use acquired vocabulary and the skills to use methods independently, showing resilience when tackling problems and have the opportunities to develop the ability to recognise relationships and make connections in and across maths lessons as well as the wider curriculum. Teachers plan a range of opportunities to use maths inside and outside of the classroom and pupils know how and why maths is used in the real-world and in the workplace. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply concepts across different contexts. Children demonstrate a quick recall of facts and procedures including the recollection of the times table. Across the school, children show a high level of pride in the presentation and understanding of their work. Throughout each lesson, formative assessment takes place and feedback is given to the children through marking, clarifying next steps, whether in the lesson or after, verbally or written. Teachers will use assessments to influence their planning and ensure they are providing a mathematics curriculum that will allow each child to progress. The teaching of maths is also monitored on a termly basis through book scrutinies, learning walks and lesson observations. Three times a year, children from Year 1 and above, complete a summative assessment from PUMA (Progress in Maths Assessment) in order to provide opportunities for gap analysis, pupils to demonstrate their understanding of the topics covered as well as to help them to develop their testing approach. In addition, teachers use the end of unit White Rose Maths assessments to assess pupils’ understanding of a block of work. The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment. Children take ownership of their learning through self- and peer-assessment and at the end of a unit, pupils reflect upon their learning to assess whether they have grasped the concepts learnt through a RAG rate system at the front of their books. At the end of each year, we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieve greater depth (GD).


KS1 & KS2 2019 Attainment data






End of KS1





End of KS2






By the end of year 6, pupils will leave Highnam with a solid foundation of fundamental skills which can be applied across different contexts, supporting them in their transition to secondary school; they will leave as resilient and inquisitive life-long mathematicians.