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Kings Hill School Primary & Nursery

Inspired to believe, Inspired to achieve



At Kings Hill School & Nursery, we want all our pupils to be confident and competent mathematicians. Through a mastery approach, we aim to:

  • ensure children have a fluent knowledge of arithmetic; 
  • be able to work with numbers;
  • apply their skills to problem solving;
  • have the ability to reason;
  • use known mathematical facts
  • concisely explain their reasoning of a mathematical problem through rich and varied mathematical content – ensuring that pupils do not see maths as an isolated subject but part of their everyday lives.

At the core of what we believe, is ensuring children are confident and positive about mathematics through fostering success. Building connected mathematical knowledge and retention are fundamental to our ethos at Kings Hill. In all, we aim to develop mathematicians that are resilient and courageous in their mathematical endeavours.


At Kings Hill School & Nursery, we use the White Rose schemes of learning to support our planning of lessons. The mastery approach embedded into our lessons, fosters the concrete, pictorial, abstract approach developed by Bruner. Lessons are structured around this approach with a high emphasis on concrete manipulatives to promote understanding.

Part of our daily maths lessons are as follows:

  • Retrieval practice – this incorporates interleaving to ensure spaced practice of fluency.
  • Focused diagnostic questioning to inform the teacher of misconceptions in order to adapt and respond accordingly (responsive teaching)
  • Carefully planned, precise worked examples to develop conceptual and procedural knowledge; this incorporates principles of variation to ensure children see mathematics framed in different ways.
  • Manipulatives (accessed readily) and scaffolds to support learners’ understanding, used appropriately by the teacher and withdrawn when appropriate.
  • When appropriate knowledge has been secured, exposure to rich mathematical investigations and inquiry opportunities in order to broaden understanding of relationships.
  • Teachers skilfully question, follow-up and respond to learners, in order to gather levels of understanding to adapt teaching.
  • Following the lesson, if children are unsure or show a lack of understanding that needs further input, they attend same-day intervention.

Maths in EYFS:

White Rose schemes of learning are used to inform teachers’ planning so that children are prepared with the appropriate mathematical knowledge required to access the Year 1 curriculum.

  • We relate the mathematical aspects of the children's work to the Development Matters statements and the Early Learning Goals (ELG).
  • The profile for Mathematics areas of learning are Number (ELG 11) and shape, space and measures (ELG 12).
  • We provide children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures.
  • We provide children with opportunities to engage in maths activities both inside and outside of the classroom. Easily accessible, quality maths resources are provided so that children can self-select and engage freely as well as engaging in planned activities. Whenever possible, children’s interests are used to support delivering the mathematics curriculum.
  • We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development.


Our maths curriculum is of a high quality and ensures there is clear progression. In order to ensure we measure impact, we gather a variety of data and feedback to check whether learning has occurred. The information gathered through these methods directly impacts the future planning of teaching and learning opportunities, ensuring that we are responsive to the needs of our learners.

  • Formative assessments; through daily retrieval practice we can check for children’s retention of previously taught concepts. 
  • Regular short summative assessments at the end of the week; these are based on previous work, not the current unit, this promotes the principles of interleaving. These short assessments feed into planning and focus for retrieval practice.
  • End of term summative assessments; these occur during three assessment windows yearly.
  • Autumn & Spring assessments are taken from the White Rose and directly test what has been covered that term.
  • Summer assessment is taken from NFER and it tests what has been covered throughout the academic year. NFER is standardised to ensure validity when considered with teacher judgements, books and an aggregation of the shorter weekly tests.

Beyond the Curriculum