Mathematics – Holy Trinity – Birmingham Diocesan Multi-Academy Trust

Our Approach

At Holy Trinity, we believe that every child can be successful in mathematics. Our teaching is based on the Teaching for Mastery approach developed by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and the Maths Hubs Programme. We want every child to develop a deep and lasting understanding of mathematics, building confidence, curiosity and enjoyment through learning in small, carefully planned steps.

Teaching for Mastery is about developing secure, connected knowledge so that mathematical ideas are understood thoroughly and remembered over time. By building learning in small, coherent steps, children develop strong foundations, enabling them to reason, solve problems and apply their mathematical understanding with confidence in a wide range of contexts.

Our Vision

Our aim is for every child to think like a mathematician – to be confident, resilient and willing to explore new ideas. We want children to enjoy the challenge of mathematics, make connections between concepts and recognise the important role mathematics plays in everyday life.

Lessons are carefully designed so that pupils move through new learning together, developing depth of understanding before moving on. We believe that challenge comes from thinking more deeply, rather than simply working through more difficult calculations. Children who grasp concepts quickly are encouraged to explain, justify, reason and apply their understanding in different ways, helping them develop a richer understanding of mathematics.

Aims

The national curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied 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 developing an argument, justification or proof using mathematical language
can solve 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.

How do we teach mathematics?

We use White Rose Maths to support the planning and structure of our lessons, providing a clear and progressive framework across the school. However, our teaching is scheme-assisted rather than scheme-driven. Teachers use their professional expertise to adapt lessons to meet the needs of the children in their class while remaining true to the principles of Teaching for Mastery.

Children are encouraged to talk about mathematics, explain their thinking and learn from one another. Teachers use carefully chosen questions to deepen understanding and encourage reasoning, while practical resources and visual representations help children make sense of mathematical ideas before moving towards abstract methods.

Lessons regularly revisit previous learning so that important mathematical knowledge becomes secure and is remembered over time. We also place great importance on developing precise mathematical vocabulary, enabling pupils to explain their thinking clearly and communicate their ideas with confidence.

We participate in the NCETM Mastering Number Programme, helping children develop strong number sense, fluency and confidence with key number facts. These secure foundations support future mathematical learning throughout the primary curriculum.

The Five Big Ideas of Teaching for Mastery

Our teaching is built around the Five Big Ideas that underpin Teaching for Mastery:

Coherence – Learning is carefully sequenced so that new ideas build on prior knowledge in small, manageable steps.

Representation and Structure – Children use practical equipment, pictures and visual models to understand mathematical relationships before moving to abstract concepts.

Mathematical Thinking – Pupils are encouraged to reason, explain, justify and make connections, developing confidence in their mathematical thinking.

Fluency – Through intelligent practice, children develop secure recall of key facts alongside flexibility in applying their knowledge.

Variation – Carefully chosen examples help children notice patterns, make connections and develop a deeper understanding of mathematical concepts.

Our curriculum drivers

Windows: Maths provides windows into the patterns, systems and problem-solving used across the world. Through White Rose Maths, pupils explore mathematical concepts through reasoning, real-life contexts and visual representations, helping them understand how maths is used in everyday life, science, technology, engineering and beyond. Children learn that mathematics is a universal language that connects people, cultures and ideas.

Mirrors: Maths acts as a mirror by helping children recognise themselves as successful mathematicians. We believe every child can achieve in maths through high expectations, careful scaffolding and inclusive teaching approaches. Lessons are designed to build confidence, celebrate different ways of thinking and ensure all pupils feel represented, capable and valued within the mathematics classroom.

Doors: Maths opens doors by equipping pupils with the fluency, resilience and problem-solving skills needed for future learning and life opportunities. Through reasoning, challenge and collaborative discussion, children develop perseverance and confidence to tackle unfamiliar problems. White Rose Maths encourages children to explain their thinking, learn from mistakes and understand that effort and practice lead to success.

Our approach to mathematics is underpinned by the belief that:

Every child can learn and succeed in mathematics.

Understanding is more important than speed.

Mistakes are a valuable part of learning and help deepen understanding.

Mathematical talk, reasoning and explanation help children develop confidence and precision.

Challenge comes through deeper thinking, making connections and applying learning in different contexts.

Mathematics is a vital life skill that helps children make sense of the world around them.

Through this approach, we aim to develop enthusiastic, reflective and resilient mathematicians who enjoy learning, persevere when faced with challenges and recognise the beauty, power and relevance of mathematics in everyday life.

Our Curriculum Overview

Curriculum Overview 26-27 Download

How can parents support mathematics at home?

Parents and carers play an important role in developing children’s confidence with mathematics. Simple everyday activities such as practising number facts, telling the time, measuring while cooking, handling money, playing board games and talking about maths in everyday situations all help children develop their understanding.

Encouraging children to explain how they worked something out, rather than simply giving an answer, is one of the most effective ways to support their mathematical thinking. Working together, we can help every child become a confident and successful mathematician.