Our Vision for Maths

At Walton on the Hill Primary School we want to develop a culture of maths that encourages deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress.  By building confidence, resilience and a passion for maths, we believe that whatever your prior experience or preconceptions, maths is an exciting adventure everyone can enjoy, value and master!  The mastery approach is well embedded within our school and the White Rose Scheme of Work supports the values that underpin our maths curriculum.

We believe every child can achieve excellence in mathematics. Our curriculum is designed to build deep, secure and connected understanding so that pupils develop the knowledge, skills and confidence to become fluent, flexible and independent mathematicians.

We teach for mastery: ensuring strong foundations in early number, securing core knowledge and fluency, and providing carefully structured opportunities for reasoning and problem-solving. Concepts are taught in small, coherent steps, with rich representations and models that support understanding and remove barriers to success.

Our teaching incorporates evidence-based approaches and research, building on Rosenshine’s Principles of Instruction. Lessons are carefully modelled, guided practice is prioritised, prior learning is revisited and knowledge is deliberately strengthened through retrieval, spaced practice and structured rehearsal. We use worked examples, explicit instruction and scaffolding to ensure no learner is left behind.  

We nurture a positive mathematical culture where all children know that success comes from effort, perseverance and effective strategies. Through challenge, discussion, precise mathematical language and purposeful problem-solving, we support children to think deeply, explain, justify and explore mathematics with curiosity and confidence.

Our ambition is clear: every child leaves Walton on the Hill with secure mathematical foundations, a resilient and inquisitive mindset, and the belief that they can use mathematics to understand and shape the world around them — at school and far beyond.

In our most recent Ofsted inspection, we were complemented for our clear understanding of the mastery principles and having a well-established maths curriculum. They expressed confidence in the maths leadership and saw teachers delivering high-quality lessons effectively.

“Deep thinking, strong foundations, confident mathematicians.”