Maths At Priors Hall

At Priors Hall, our aim is to develop curious and creative mathematicians who thrive on investigating and exploring mathematical concepts and ideas, whilst developing a deep understanding and love of the subject.

We follow a Teaching for Mastery approach, believing that mastering a mathematical concept is achievable for all children, focusing on deep and sustained learning, making connections and developing reasoning alongside procedural and conceptual fluency.

We foster a growth mindset culture and our maths teaching and learning is underpinned by the following key messages:

  • · Everyone can learn maths to the highest level.
  • · Mistakes help us to learn; never be afraid to make mistakes.
  • · Asking great questions deepens our understanding.
  • · Maths is about being creative and making connections.
  • · Maths is about being fluent and flexible.
  • · Understanding maths is much more important than how fast you are.
  • · The steps that you take when finding the answer are just as important as the answer itself.


Our Maths Curriculum

At Priors Hall, we have designed a Maths curriculum, based upon mastery, where children behave as mathematicians. We use the White Rose scheme of work to support this. Our children make and explain Maths decisions on a daily basis across the curriculum and these have been woven into the curriculum design. Our children see mistakes as ‘stepping stones to learning’ and understand that real learning means not getting everything right. Being able to talk Mathematics is of extreme importance and teachers facilitate, model, question and support children to develop their skills of articulating their thinking. At Priors Hall, the children use ‘Maths Sentence Stems’ to explain and justify their mathematical reasoning.

Concrete, Pictorial and Abstract

Children’s conceptual understanding and fluency is strengthened if they experience concrete, visual and abstract representations of a concept during a lesson. Moving between the concrete and the abstract helps children to connect abstract symbols with familiar contexts, thus providing the opportunity to make sense of, and develop fluency in the use of, abstract symbols.


For example, in a lesson about addition, children could be asked to draw a picture to represent the sum, create physical patterns through the use of various manipulative resources, or in a subsequent lesson, they could be asked to discuss the similarities and differences of three visual representations of the same question:





Useful links & websites