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At Tower Hill, we expect all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that learners develop a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. In addition, we expect children to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. 

Children are expected to 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 to seek solutions. By the end of each phase, we expect children to have met the objectives set out in the National Curriculum.


Tower Hill is implementing a Maths Mastery approach and we expect our pupils to develop a deep, long-term, secure and adaptable understanding of mathematical concepts at each stage of their learning.

Teachers and Support Staff reinforce an expectation that all children are capable of achieving high standards in Mathematics and the large majority of children progress through the curriculum content at the same pace.

Differentiation is achieved by emphasising deep knowledge and through individual support and intervention where possible. 

Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.

Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts through concrete, pictorial and abstract forms. 

Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring additional support.

To ensure whole consistency and progression, the school uses the Kangaroo Maths long term plan and the school’s ongoing engagement with the BBO Maths Hub continues to ensure that staff at all levels understand the pedagogy of the approach. 

New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. 

These problems are presented with objects (concrete manipulatives) for children to use when appropriate. 

Teachers use careful questions to draw out children’s discussions and their reasoning; children are encouraged to use STEM sentences to explain their thinking. 

The class teacher then leads children through strategies for solving the problem, including those already discussed.

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with all children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.


Pupils at Tower Hill will be able to quickly recall facts and procedures and possess the flexibility and fluidity to move between different contexts and representations of mathematics. 

Pupils will have the ability to recognise relationships and make connections in mathematics. 

Those children who don’t make expected progress, are identified quickly and, when possible, support is put in place to ensure gaps are closed and knowledge is deepened.

Learning in Mathematics will ensure children understand how mathematics is essential to everyday life, critical to Science, technology and engineering, and necessary for financial literacy and most forms of employment.

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