Intent, Implementation and Impact of our Maths Curriculum


At Hanslope Primary School, we have adopted a mastery approach to teaching and learning mathematics. We believe that ability within mathematics is not fixed, and that all pupils have the potential to achieve. Mastery is not just being able to memorise key facts and procedures. Mastery is knowing why as well as knowing how. It means being able to use knowledge and make links appropriately, flexibly and creatively and to apply it to new and unfamiliar situations.


As a school, we use White Rose to support our mastery implementation. In maths lessons, you will see: 

  • Mental/oral starters for daily fluency practice, and reflection on prior learning
  • CPA (concrete-pictorial-abstract) approach to show the structure behind the abstract. Children have access to equipment/draw pictorial images to try out steps alongside the teacher's input, and when working independently. Structures and connections within the maths are emphasised in order for children to make appropriate links
  • Stem sentences used to access learning, and as a tool to explain reasoning (e.g. I know it is because…. (stem sentence), I know it is not because it is not…. (Stem sentence)
  • A mixture of fluency, reasoning and problem-solving tasks. Maths talk and reasoning are at the core of every lesson. The children know that they need to explain why their answer is correct, and how they worked it out
  • Teachers making use of misconceptions (planned and unplanned) to further understanding of concepts (what it is and what it is not)
  • Learners being given the opportunity to explore mathematical concepts deeply by approaching them in a range of ways (broadening rather than acceleration). This may include using different types of equipment/pictorial image/method to reach the same answer or using the same concept to approach problems presented in different contexts
  • Differentiation from the core. A core task will be set for all pupils. The support task will provide additional support in order for children to achieve the learning expected in the core task. Once children have demonstrated competence in the core task they will be set a challenge task where they will need to make links, and decide how to apply the core task learning to a new situation. (Occasionally, where the gap is too large, SEN children may need to access different tasks) 
  • Making links and spotting patterns 
  • Contexts are used to relate learning to the real life need for maths understanding
  • Differentiated, high-quality questioning to explore children’s understanding and develop it further


As children increase their ability to reason why something is what it is in maths, as well as how they got there, all children will become increasingly more confident. They will develop a love of maths and enjoy broadening their knowledge. Children will be able to reflect on previous learning, and make connections and links more confidently and succinctly in order to apply this knowledge to a variety of different contexts and scenarios. They will enjoy the challenge of applying core knowledge to unfamiliar, more complex questions.




TTRockstars is easy to use and lots of fun. Playing regularly will really help your child to improve their speed of recall with times table facts. 

At Hanslope, all children from Year 3 up to Year 6 are expected to play at least 5 minutes per week. Weekly winners, as a whole class and individuals, are celebrated in our celebration assemblies.

Please see a parent guide for TTRockstars for further details. 


Link Governors: Melissa Scott

Subject Leaders: Mrs Chanelle Bull and Miss Teresa Cartlidge



Updated: 27/04/2023 439 KB
Updated: 30/11/2022 98 KB
Updated: 30/11/2022 98 KB
Updated: 30/11/2022 97 KB
Updated: 30/11/2022 97 KB
Updated: 30/11/2022 98 KB
Updated: 30/11/2022 97 KB