Maths
Intent of the Maths curriculum
The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
At Trotts Hill, these skills are embedded within Maths lessons and developed consistently over time until they are mastered. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the power of Mathematics. We hope to promote the view that every child can be successful in Maths; enthusiasm and attitude towards Maths can positively impact on achievement and attainment.
Pupil voice Spring 2025
'Maths is the best subject and everyone is good at it!' Teddy T, Year 4.
'I always use maths in real life!' Darcie, Year 5
'I always participate in lessons. It doesn't matter if I get the answer wrong. We can talk with a partner to learn.' Annie, Year 6.
'I always try in maths. I write all the possible answers to help me think.' Noah, Year 3
A child in Year 4 captured the 'I can and I will' attitude we promote in maths and at Trotts Hill, in a poem, which she read aloud in a whole school assembly to inspire her peers.
Termly Curriculum Overviews
Maths expectations
2025-2026
Summer term 2026
Year 1 - Maths/Science Kangaroo Day
Year 1 worked as a class to investigate who jumped the furthest. They used cubes to measure and discussed the outcomes.
Year 3 - Maths/Science Kangaroo Day
Year 3 took part in the science and maths activity: Do the children with the longest legs jump the furthest? Children predicted and gave reasons. They then measured and we created a human graph to show our results.
Year 4 - Maths/Science Kangaroo Day
Year 4 investigated the question: "Do people with the longest legs jump the furthest?" Some of the class thought that longer legs would mean a longer jump, but others thought that long legs could be a disadvantage as you could trip up more easily. The class enjoyed measuring their leg length and jumping outside to measure the distance jumped and test their theories. They then plotted the data onto a graph.
Year 6 - Maths/Science Kangaroo Day
Year 6 answered the enquiry question: Do the longest legs jump the furthest? They decided how to conduct the investigation, including finding an average, and how to present the data in order to reach conclusion.
Year 5 - Maths/Science Kangaroo Day
The children decided how to take their own measurements. They interpreted the decimal numbers on the measuring tape. A discussion took place around how they could tell if their measurements were incorrect and they so they repeated them. They found the mean for each category of leg length before drawing graph.
Spring term 2026
Year 3 - Measures
Children were given a series of 'broken rulers' which they had to use to measure some lines. They worked with their partners, using their oracy skills, to discuss what was wrong with the ruler and how they 'fix' it. The children created some rules for the perfect ruler alongside understanding that measuring always starts at 0.
Year 2 - Active Maths
LI: To estimate numbers on a number line.
Year 4 - Formal Addition
Year 4 used dice to roll 4-digit number which they then added, using the formal method of addition.
Year 6 - Square and cube numbers
Inspirational Maths 2025
Year 2
For inspirational maths, the class enjoyed using the manipulatives to make up numbers in different representations. The children had to persevere and be resilient in order to succeed. Some children made mistakes, but that's okay as it makes you a better learner.
Year 3
Year 3 took part in two inspirational maths lessons: Game of Totals and Tower of three. They watched two inspirational videos which explored important messages for maths learning.
"Being fast is not important in maths." Salaar
"When you learn maths there is a path growing in your brain." Bella
"I learnt that no one is born with a maths brain." Munesu
Year 4
Year 4 talked about the fact that speed is not important in maths. It is more important to think deeply and understand what you are doing. We completed an activity using dice called keep, flip, turn, where we used combinations of three dice rolls, kept one, flipped one and turned one to make a total of 10.
Olivia - By persevering, we got the hang of it.
Brody - I like that it was confusing - it was more challenging.
Oliver - I liked the fact that we weren't under pressure to complete tasks in a set time.
Freddie - I like that it was team-work.
Year 4 - Slow and steady wins the race!
Year 5
Year 5 used knowledge of number bonds to beat their partner in a game of strategy. At first, many children used luck but gradually started to count ahead to outwit their partner.
Harry - "I liked it because it made you think."
Jase - "Counters helped with accuracy."
Isabella - "I liked the game. It got you thinking and it was fun."
Year 6
Year 6 engaged in two inspirational maths lessons. This lesson involved investigating patterns. All children were engaged with and enthused by the task. Some using manipulatives to help them envisage the pattern, whilst others recording it pictorially. It is wonderful to see the class identifying different ways of seeing things.
Georgia: I believe I'm good at maths. We all learn at different speeds. I have a growth mindset.
Ruby: If I believe then I can achieve!
Kunashe: Everyone can do maths. No one is born with or without a maths brain.