Part of the Glyn Academies Trust


Maths at Hammond

At Hammond we aim to inspire all children to reach their full academic potential. In mathematics this means ensuring a curriculum that is fully inclusive of all children which:

  • Develops children’s knowledge and understanding of Mathematical concepts whilst enabling them to practice and hone skills and methods.
  • Enables them to think critically and communicate their understanding.
  • Gives them opportunities to apply learnt mathematical skills in different contexts across the curriculum.

As a result of their learning in mathematics and problem solving across the curriculum children will:

  • Be prepared for applying their skills effectively in everyday life situations, in future learning and in the work place.
  • Have building blocks in place to provide a solid foundation to lead onto secondary, further and higher education.
  • Through teaching with a problem solving approach, children at Hammond will learn to understand, distil and clarify information; consider what they know to help them solve problems, realizing what they need to know next; create systems and strategies, organizing information in a way that helps find patterns and ultimately solutions and communicate and present their findings effectively.

National Curriculum

The content of the mathematics taught at Hammond is based on the National Curriculum.  The strands are:

  • Number, place value and rounding
  • Addition and subtraction
  • Multiplication and division
  • Fractions/decimals/percentages
  • Measures
  • Geometry: properties of shape and position, direction and motion.
  • Data/Statistics
  • Ratio and proportion and algebra being taught in Year 6

At Hammond we aim to ensure that throughout pupils are given opportunities for:

  • Practical activities and mathematical games
  • Problem solving
  • Individual, group and whole class discussions and activities
  • Open and closed tasks
  • A range of methods of calculating eg. mental, pencil and paper
  • Working with computers as a mathematical tool.

Each teacher is responsible for the mathematics in their set in consultation with and with guidance from the mathematics coordinator.


In each Year Group, pupils are set according to their ability using formal and teacher assessments. In Years 3 there are three sets and in Year 4, 5 and 6 there are four sets.

The approach to teaching is based on four key principals:

  • Dedicated mathematics lesson every day of between 45-60 minutes
  • Direct teaching and interactive oral work with the whole class and groups
  • An emphasis on mental calculation and problem solving
  • Controlled differentiation, with all pupils engaged in mathematics relating to a common theme

A typical 45 to 60 minute lesson will be structured like this:

  • Oral work and mental calculation (about 5 to 10 minutes)
  • Whole class work to rehearse, sharpen and develop mental and oral skills.
  • The main teaching activity with clear learning objectives communicated to pupils (about 30 to 40 minutes).
  • Teaching input and pupil activities, working as a whole class, in groups, in pairs or as individuals.
  • A plenary to round off the lesson or during the lesson (about 10 minutes)  Working with the whole class in a variety of ways: to consolidate objectives; sort out misconceptions and identify progress; to summarise key facts, ideas and what to remember; to make links to other work and discuss the next steps or to set work to do at home. 

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