Ponsbourne St Mary's C of E Primary School

Love to Learn, Learn to Love

Newgate Street Village, Nr. Hertford, Hertfordshire, SG13 8RA

01707 872395



Curriculum Intent

At Ponsbourne St Mary’s, we want children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically.

We aim for children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects

We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

We use the Mastery approach to teaching and learning designed to support the aims and objectives of the new National Curriculum to help us achieve this intent.


Curriculum Implementation

The overviews;

- Have number at their heart. A large proportion of time  is spent reinforcing number to build competency

- Children work in the required key stage, working on depth of knowledge rather than breadth.

- Students have the opportunity to progress together as they work through the schemes as a whole group. They are supported within lesson to help achieve the ideal of depth of learning.

- Provide plenty of time to build reasoning and problem solving elements into the curriculum.

 Concepts are built in small, logical steps and are explored through clear mathematical structures and representations. Children are taught together as a whole class and the focus is on depth - not acceleration - so that all children have a chance to embed learning. Teaching is supported by high-quality resources which present the flow of lessons coherently and provide opportunities for plenty of intelligent practice.

We believe that all students, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach.

Concrete – students should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing. 

Pictorial – students should then build on this concrete approach by using pictorial representations.  These representations can then be used to reason and solve problems.

Abstract – with the foundations firmly laid, students should be able to move to an abstract approach using numbers and key concepts with confidence.  

 Children continue to develop a fluency in maths which allows them to access all maths effectively. These sessions are done regularly and cover areas already learnt to keep those concepts practised and remembered.

We use the Hertfordshire programme Maths Essentials and aim to cover these areas each term.


Term 1

Term 2

Term 3


Counting and recognising 1-10

I more/less

Adding 2

Positional language

Ordering items length/height

Ordering items weight/capacity

2D shapes


Maths Magic activities

ICT sequencing and ordering








Counting and recognising 11-20

I more/less

Add/subtract 2 single digit numbers

Doubling/ halving

3D shapes


Maths Magic activities

ICT problem solving and games



Count in 2’s,5’s and 10’s

Sharing in equal groups


Maths Magic activities

ICT Time and games

Revisiting gaps in children’s learning

Year 1-2

Addition and Subtraction Strategies for Rehearsal

Positional Language and Sequencing

Subitising – Leading to More and Fewer

Number Magnitude, Estimation and Comparison

Place Value – Making Ten(s) and Some More

Time – Estimating, Sequencing and Comparing

Part Whole

Equality and Comparison

Measures – Length, Height and Mass

Year 1-2

Regrouping to Add and Subtract

Strategy Choices for Addition and Subtraction

Problem solving with Addition and Subtraction

Doubling and Halving

Multiplication – Counting, Multiples and Repeated Addition

Multiplication – Number of Groups, Group Size and Product

Division – Sharing and arrays

Problem Solving with Multiplication and Division


Year 1-2



Problem Solving – All Four Operations

Time – Turns and Telling the Time

Time – Drawing the Hands on a Clock and Intervals of Time

Measures and Reading Scales


Geometry 2

Place Value with Larger Numbers

Calculation Review


Year 3-4

12 weeks

Number and Place value Reasoning






Lines & Angles

Year 3-4

10 weeks

Proportional Reasoning

+/- fractions

Properties 2D shapes

Formal written +/-




Formal written x/÷


Year 3-4

12 weeks

Number and Place value Reasoning


Money & Estimation


Understanding & applying four operations



3D shapes

Year 5-6

 Number and Place Value Reasoning 

Multiplicative Reasoning 1 (Multiply and Divide by Powers of Ten)

Additive Reasoning 1

Number Properties Reasoning 

Multiplicative Reasoning 2 (Multiplication) 

Fraction Reasoning 1 

Multiplicative Reasoning 3 (Division) 

Algebraic Reasoning 1


Year 5-6

Geometric Reasoning 1

Proportional Reasoning 1 (Percentages) 

Multiplicative Reasoning 4 (Division)

Spatial Reasoning 1 (Area and Perimeter)

Fraction Reasoning 2 (Multiplying and Dividing with Fractions)

Spatial Reasoning 2 (Volume)

Proportional Reasoning 2 (Ratio and Scaling)

Positional Reasoning (Angles & Translation)


Year 5-6

Statistical Reasoning 1

Roman Numerals, Time and Revision 

Proportional Reasoning 3 

Statistical Reasoning 2 

Measures and Describing Patterns 

Problem solving–

Transition and High Value Learning