At Hillfort, we follow a mastery approach to Maths teaching across the school where children use concrete resources, pictorial representations and abstract methods to enable them to solve fluency, reasoning and problem solving tasks. Our aim is to nurture a love of Maths, for all children to be numerate and to have the confidence and skills to succeed at secondary school.

  • In EYFS, Maths is systematically taught through daily whole class input, and small group, adult-led activities. These skills are then consolidated through structured opportunities provided in continuous provision. Number recognition and contextual Maths is embedded in all EY activities. For example, the environment is number rich and the children count the number of children in class each day.
  • Year 1 run an integrated day which means that Maths teaching happens in small, adult- led groups. Children also have the opportunity to consolidate and recap previous learning in independent tasks.
  • From Y2 to Y6, pupils are grouped across the cohort year group to ensure gaps in curriculum knowledge and skills are addressed, and that resources and interventions are accurately targeted. Where greater need is identified, pupil groups will be smaller and led by expert practitioners.
  • In KS1 and KS2, teachers follow the White Rose Hub small steps planning to guide their teaching and use a range of carefully chosen and high quality resources to support the children’s learning.


  • During lessons, the children complete daily arithmetic starters and recap prior learning to embed their knowledge before moving on to new concepts.
  • Weekly arithmetic assessments are completed in Key Stage 2 to ensure that the children develop, and retain, efficient methods for their calculations and become confident with the four operations.
  • Rapid recall of key facts i.e times tables is taught in a structured way in KS2, using Times Tables Rockstars to complement the work done in lessons.
  • Short, in-class, targeted interventions are used to address early identification of misconceptions or gaps in knowledge.
  • Before and after school opportunities for catch up are made available to identified children.
  • Participation in Primary Maths Challenge is made available to children who have been identified as being more able mathematicians in Upper Key Stage 2.
  • Maths is taught across the curriculum where relevant e.g in Science.
  • End of unit assessments will be used to inform the recap element of future lessons and identified children who need additional support and catch up sessions.


The Maths curriculum is evaluated through:

  • Regular checks on coverage and development of key calculation strategies (work scrutinies).
  • Summative assessment using GL assessments. These are carried out twice a year and the analysis of this used to:
  • determine Maths groupings within cohorts
  • identify trends, leading to staff training as necessary
  • identify gaps in understanding to ensure precise teaching
  • highlight children who have not made expected progress so that additional support can be put in place

Performance data

Key Stage 1

End of KS1 Maths National 2017 Hillfort
Above (GDS) 22% 19% 23.6% 21.5%
On track (EXS) 76% 75% 76.5% 78.4%

Maths attainment at the end of Key Stage 1 remains in line with national expectations.

Key Stage 2

  KS2 Maths End of KS2: % meeting expected
National 2019 Hillfort 2017 (SATS) Hillfort 2018 (SATS) Hillfort 2019 (SATS)
79% 63% 61% 66%
End of KS2: % meeting expected End of KS2: % meeting GD
Hillfort disadv 2018 Hillfort disadv 2019 Hillfort disadv GD 2018 Hillfort  disadv GD 2019
29% 54% 6% 8%

There is a three-year improving trend for overall Maths attainment at the end of Key Stage 2. From 2018 to 2019, there was a dramatic improvement in Maths attainment for disadvantaged children and an improvement in the number of disadvantaged children achieving GDS in Maths.