Maths at Stoke Park Primary

We have recently reviewed and adapted how we teach mathematics so that all children are given the very best chance of achieving the new National Curriculum objectives for their year group.

Number Masters session

Each morning starts with a 15 minute number masters session which happens in small groups led by the teacher or TA. The purpose of the number masters session is to practise basic number skills so that children become automatic and fluent in knowing number facts so that these can be applied without conscious thought during longer calculation procedures and problem solving and to aid the ability to identify patterns and links when reasoning. This, combined with conceptual understanding, provide children with the tools to solve mathematical problems efficiently and effectively.

Numeracy lesson

In addition to the number masters session, the children have a daily maths lesson.  During the main lesson the children are taught the maths objectives for their year group from the National Curriculum.

We use a mastery approach when teaching mathematics. Mastery of maths means a deep, long-term, secure and adaptable understanding of the subject. Among the by-products of developing mastery, and to a degree part of the process, are a number of elements:

  • fluency (rapid and accurate recall and application of facts and concepts)
  • a growing confidence to reason mathematically
  • the ability to apply maths to solve problems, to conjecture and to test hypotheses.

The CPA (cognitive – pictorial – abstract) approach is a regular component of our maths lessons. The CPA approach, based on research by psychologist Jerome Bruner, suggests that there are three steps necessary for pupils to develop understanding of a mathematical concept. By linking learning experiences from concrete-to-pictorial-to-abstract levels of understanding, the teacher provides a graduated framework for students to make meaningful connections. Reinforcement is achieved by going back and forth between these representations.

Hinge questions are used during maths lessons to assess children’s understanding. A hinge question is a check for understanding at a ‘hinge-point’ in a lesson. This helps the teachers make a hugely important decision in the classroom; whether to move on or whether to recap and who is ready for this and who requires further support. See the lesson structure table attached below for information on how the children are grouped following a hinge question.

Here is an example of a hinge question:


The incorrect responses are carefully selected to suggest one thought pattern or misconception. Misconceptions are identified and anticipated when lessons are being planned and are an explicit part of the teaching. Children who have answered the hinge question incorrectly are then supported in a group with the teacher or TA to address their misconception.

Structure of a typical maths lesson

Please click on the link below to see the typical maths lesson structure. This may vary as Teachers will use their professional judgement to determine the structure which will secure the best learning outcomes.



Times tables

Times tables are taught regularly and systematically across the school. KS2 take part in a weekly club challenge. Their names are proudly displayed on a leader board if they can complete their x table grid within 10 minutes. Some children have even beaten Mr Simons’ time! Children in KS1 will be getting some practice for when they start KS2 by completing 20, 30 and 40 club. For some examples of the different club challenges please see the links below. Why not print some off and have a practise at home?

20 club

50 club 

60 club

70 club

100 club

100 club+


Curriculum objectives

We are following the National Curriculum for Mathematics. Below you will find attachments to the objectives for each year group.

New Curriculum Year 1

New Curriculum Year 2

New Curriculum Year 3

New Curriculum Year 4

New Curriculum Year 5

New Curriculum Year 6


We follow the White Rose Hub long and medium term planning. Please see the documents attached to see how we cover the different areas of mathematics through the year.








Calculation Policy

In line with the changes from the new curriculum, we have updated our calculation policy and written calculation policy guidance to support teachers and parents. Please see attachment below:

Calculation progression – Subtraction

Calculation progression – Multiplication

Calculation progression – Division

Calculation progression – Addition