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Mathematics is a core subject, therefore it is taught every day as discrete lessons. It is also taught through other curriculum subjects, such as Topic and Science. The subject is divided into 5 main strands:

  • Number
  • Calculation
  • Shape, Space and Measure
  • Handling Data
  • Using and Applying Mathematics

A copy of the Maths curriculum and Oakhill's maths policies can be found in the documents at the bottom of this page.


At Oakhill Primary we also do Big Maths or a mental arithmetic test every week. This involves the children completing a weekly test which cover the strands above. The teacher then analyses the test and  teaches an extra lesson focusing on the areas which have been highlighted, therefore addressing any gaps in knowledge and correcting misconceptions. Big Maths is matched to the National Curriculum and ensures that teachers are delivering all aspects of this.


Times tables and number bonds run through every strand of Mathematics and a secure knowledge  is essential. We encourage the children to learn their bonds and times tables from year 1 onwards. Pupils are expected to know all of the number bonds to 20, 50 and 100 by the end of year 2 and all times table/division facts by the end of year 4. The maths leader tracks how many pupils know these at the end of each half term and teachers plan opportunities to practise in most lessons. Any pupils who knows all of their times tables earns £5 from Mrs Leach!


In every class in Key Stage 1 and 2 we use Working Walls. These have the following areas: Strategies, Symbols, Key Vocabulary, A Good Model, Problem Solving and Times Tables. We follow the Mastery curriculum which allows children to access mathematical principles through a range of hands-on, mental and written methods.
Spiritual, Moral, Social and Culture 

In Maths lessons pupils are encouraged to delve deeply into their understanding of Mathematics and how it relates to the world around them. Our Maths teaching actively encourages risk taking which enables pupils to explore and try new ideas without the fear of failure. This is fundamental to building pupils’ self-esteem within Mathematics. Throughout history, the study of Mathematics stems from intrigue and curiosity, with people’s desire to pose and solve problems relating to the real world or purely within mathematics itself. We aim for our students to appreciate this and use their own Maths to explore and question the way the world works and also to apply their reasoning to puzzles for their personal satisfaction.

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