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Teaching & Learning


Our Approach

At High Hazels Academy, we follow a mastery approach to teaching maths. We believe our approach gives children the best chance of acquiring a deep, long-term, secure and adaptable understanding of mathematics. This evidence-based approach is underpinned by five key ideas: coherence, representation and structure, mathematical thinking, fluency and variation.

Coherence: lessons are taught in small steps enabling children to build on what they already know.

Representations and structure: children are shown different concrete and pictorial representations of new concepts which reveal the structure of the maths, enabling children to notice patterns and relationships.

Mathematical thinking: through discussion in the lesson and opportunities to reason, children are able to make sense of what they are learning and develop their ideas.

Fluency: children need rapid recall of facts as well as procedural fluency in order to apply their knowledge to a range of contexts.

Variation: though different representations and activities, children are able to deepen their conceptual understanding.

These five key ideas are evident in our teaching approach.

What does a week look like?

Y1 – 6

 At High Hazels Academy, children have five hours of new learning in maths each week. As well as this, children consolidate and review previous learning  during a daily review and build their fluency in key skills such as times tables and mental arithmetic through basic skills sessions.

What does a lesson look like?

Y1 – 6

Each lesson begins with a review of four key skills to help children remember and build on prior learning. Children are then introduced to a new concept in small steps to ensure understanding. With each small step, children are given the opportunity to practise the skill being taught with teacher guidance, so no one is left behind. Additionally, we use concrete and pictorial representations to help children to notice patterns and connections, deepening their understanding of mathematical ideas. At this stage, there is lots of talk and discussion which helps children to actively think about the new learning. Finally, when we are confident that children have understood the new learning, they are asked to complete independent work that challenges them through varied questions and problem solving.


 In the early years, children have a daily maths ‘lesson’ where teachers introduce children to new learning through direct teaching. Children will then have the opportunity to practice and apply their leaning through a related maths activity. As well as this, children are given mathematical experiences through a number rich environment both inside and out. The provision is planned to enable children to develop their mathematical knowledge through exploratory play, working towards the Development Matters statements and the Early Learning Goals. Children are continually observed and assessed so teachers can plan their next steps

Maths policy

Please click below to view progression maps for each unit

Addition & Subtraction   






Multiplication & Division

Place Value

Ratio & Proportion



This approach is designed to give children a secure understanding of key concepts, laying the foundation for future learning in maths and STEM subjects.  The time dedicated to reviewing key knowledge and basic skills improves children's fluency, freeing up cognitive resources for new learning and depth of understanding.  Finally, the use of variation and problem solving creates resilient learners, unafraid of challenge. 




United Learning

United Learning comprises: United Learning Ltd (Registered in England No: 00018582. Charity No. 313999) UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB.

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