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At Hartsfield JMI School, our high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Mathematics is an important creative discipline that helps us to understand and change the world.

At Hartsfield JMI School, we foster positive can do attitudes and we promote the fact that ‘We can all do maths!’ We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps.

In line with the National Curriculum Objectives for Mathematics, our intent is that all pupils:

  • become fluent in the fundamentals of mathematics, including through aried 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
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and deeloping an argument, justification or proof using mathematical language
  • can sole 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.
  • deelop a curiosity of number

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. Central to our approach are the 5 Big Ideas which underpin mastery in mathematics.


At Hartsfield JMI School, children study mathematics daily following the White Rose Maths Scheme of Learning combined with Herts Essentials. This allows us a greater flexibility to bespoke the learning to the needs of our pupils.

At the core of our maths teaching is the mastery approach.  Maths mastery is a teaching and learning approach that aims for pupils to develop deep understanding of maths rather than being able to memorise key procedures or resort to rote learning.

By investigating a variety of methods, children learn to demonstrate number sense by selecting the most efficient methods for the task. Arming children with strategies to tackle problems logically, using what they already know, is another vital of part of this style of learning.

Lessons are taught in small steps, which lead to deeper understanding.

  • The small steps in learning do not overwhelm pupils.
  • Every child can access the learning and the concepts are fully embedded before
  • moving on.
  • Teachers can make formative assessments during lessons and through over the shoulder
  • marking, allowing the class to advance at the same time.

At Hartsfield, we foster a growth mind-set.  We aim for children to:

  • Thrive on challenge
  • Be resilient to setbacks
  • Show a great deal of perseverance.

With mathematics itself being abstract, concrete maths manipulatives provide the learner a 'window' in, to make sense of the problem at hand by touching them, playing with them, exploring the patterns and relationships which make a huge difference between understanding for depth or just for procedure.  As pupils move through the school, manipulatives are available in class to allow pupils to self–select equipment at times to assess learning.

Teachers at Hartsfield believe that all children can achieve in maths, and focus on whole class teaching. Where prerequisites are not secure, timely interventions will be carried out. Our interventions are focused on Pre-Teaching and Same Day Interventions. Pre-teaching allows for children who are not secure in a certain objective, to enter the classroom with a confidence and knowledge, allowing them the ability to access the lesson and achieve.  Following live marking, the teacher is able to pick up any misconceptions and address these either in the lesson or immediately after.