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'A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject'. (National curriculum 2014)


Maths at Rosehill


At Rosehill we believe that children should discover Mathematics is fun and exciting and that it will provide them with a set of tools for everyday life.

In Mathematics the children are introduced to a whole network of concepts and relationships which will provide them with a way of viewing and making sense of the world.  They will develop the knowledge to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems.  Good maths teaching is lively, engaging and challenges children to make connections in their learning.


Through our mathematics teaching we want to:

– Foster a positive learning attitude towards mathematics where every child enjoys maths with a 'I can do this' attitude.

– Increase children’s confidence in mathematics so that they are able to express themselves and their ideas using the appropriate mathematical vocabulary

– Develop children’s ability to work independently and in cooperation with others

– Provide equal opportunities for all children to learn mathematics through our Mastery in Maths approach

– Create a rich mathematical environment which supports children’s learning and use of mathematical equipment

– Embody mathematics in a wide variety of situations so that children can realise its fascination and multiplicity of uses

– Develop the children’s ability to solve problems, to reason, to think logically and to work systematically

– Develop an understanding of mathematics through a process of enquiry and experiment

– Inform and involve parents in the teaching of mathematics as their experiences and values have a major influence on their children



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Our aims


Rosehill aims to ensure that all children have access to a wide range of stimulating problems, activities and resources which will include the appropriate programmes of study of the National curriculum 2014 and the Mathematics area of learning in the EYFS curriculum. As children move from home into school and from EYFS to key stage 1 their mathematical experience should be continuous and progressive, producing competent and confident young mathematicians. 


From September 2016, we are implementing the Mastery in Maths approach to teaching and learning maths where children will learn mathematical concepts  and then apply their learning and understanding at a greater depth.


Mastery with greater depth

Is characterised by children who can:


  • solve problems of greater complexity (i.e. where the approach is not immediately obvious), demonstrating creativity and imagination


  • independently explore and investigate mathematical contexts and structures


  • communicate results clearly and systematically


  • explain and generalise the mathematics 



This is how we teach Mastery Maths at Rosehill Infant School

How Mathematical skills are taught 


Mathematical skills are taught using concrete, pictorial and abstract methods.

Children first learn skills using concrete objects to demonstrate their understanding. This is done through using a range of concrete resources represented in different ways linked to the learning objective.  


After learning skills using concrete objects, children learn pictorial methods of representing their work to show their thinking processes. Pictorial is the “seeing” stage, using representations of the objects to model problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem. 




Only once a child has demonstrated that they have a solid understanding of the “concrete” and “pictorial” representations of the problem, the children are introduced to the more “abstract” concept, such as mathematical symbols. Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols, for example +, –, x, / to indicate addition, multiplication, or division. 

e.g. 6 + 1 =

       9 - 5 =          

       20 x 2 =        



Our end of year expectations

Image result for cartoon maths pictureOur intended outcomes


Foundation stage:


Mathematics: Number

By the end of the EYFS pupils should count reliably with numbers from one to twenty, place them in order and say which number is one more and one less than a given number. Using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.


Mathematics: Shape space and measure

By the end of EYFS pupils should use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.


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Key stage 1


Our pupils will learn to:

  • Develop the appropriate mathematical language associated with number, shape and position
  • Use and apply mathematics in practical tasks and in real life problems
  • Understand and use the four operations of number in relevant contexts
  • Understand relationships between umbers and learn basic number facts
  • Understand place value in our counting system
  • Use their mathematical skills in simple problem solving
  • Collect, interpret and represent data
  • Develop mental methods of calculation
  • Recognise, describe and represent shapes and patterns in terms of their properties
  • Measure quantities including length, area, volume/capacity and angle

What the children say about Maths at Rosehill Infant School


 "I like maths because it's fun and you learn about lots of things"

  Child in Year 1 


" I love maths because we get to use objects and we can do lots of fun stuff " (Mominah in Year 2 )


" Me and Asim are mastery partners and we work together. If I'm not sure then Asim helps me and if he's not sure then I help him"

  Child in Year 2


" I know i need to check my work if there is an orange mark near my answer "

  Child in Year 1


" I am good at maths because I can explain things and tell my friends how to make groups when we are learning about sharing "

 Child in Year 1