Maths Lead - Mr Ellison

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The National Curriculum intent

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

1. 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.

2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

3. Can 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.

Maths at Holden Clough

At Holden Clough, we foster a love of maths so that all children approach maths with eager and resilient attitudes; we intend for all children to thrive during maths lessons, developing the mathematical skills and knowledge necessary to succeed throughout their adventures. Through the use of a mastery approach to the teaching of mathematics, teaching of new content is done using small steps which connect to and build on previously taught knowledge; children work together collaboratively and are given the support and equipment required to succeed; all children are exposed to high expectations and high levels of challenge; all children are challenged throughout each lesson; all children are surrounded by opportunities to develop their higher level thinking skills and use of mathematical language.

Our mastery approach to the teaching of mathematics is underpinned by the NCTEM's 'Five big ideas'.


Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others


Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics


Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

Additional information/documents on this page:

  • Holden Clough's 'intent, implementation, impact' statement.
  • The maths school development plan.
  • Whole school yearly overview.
  • The school calculation policy.
  • Whole school KIRFs (key instant recall facts).
  • Information regarding online platforms (Timestable rockstars, NumBots, DU Discover).
  • The national curriculum for maths.
  • EYFS statutory framework (page 12 for maths objectives).

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