Subject Leader: Mrs V Hughes

With a deep passion for mathematics, I strive to create a solid foundation for our Applegarth pupils, enabling them to understand the world, reason mathematically, and develop an appreciation for the beauty and power of mathematics. I have high expectations of all our pupils and ensure that a culture of confident and fluent mathematicians is cultivated. In my role as mathematics lead, I ensure Applegarth pupils are empowered to embrace mathematical challenges, overcome obstacles and develop a strong mathematical mindset. I believe that with the right support and guidance, every child has the potential to become a proficient and confident mathematician.

I am a staunch advocate for STEM (Science, Technology, Engineering and Mathematics) education. I actively promote STEM initiatives not only within the mathematics curriculum but across other subjects as well. By introducing STEM days and NSPCC Number days to our school calendar, I have created an environment which encourages our pupils to engage with mathematics and find enjoyment in the subject.

By fostering a positive and engaging learning environment, I ensure our children are encouraged to explore mathematics with curiosity and enthusiasm. Across our mathematics curriculum, opportunities are provided for pupils to apply their knowledge to real-life situations, embedding a deeper understanding and an appreciation for the practical application of mathematics.

Mathematics – Intent Policies & DocumentsDownload
Mathematics Long-Term Plan*Download
Progression in MathematicsDownload
Progression of CalculationsDownload
Progression of Mental ArithmeticDownload
National Curriculum – MathematicsDownload

At Applegarth Primary School, we provide a high-quality mathematics education providing 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. Our curriculum has been designed to exploit the interconnectivity of mathematics to subjects such as science, computing and design technology so that children can move fluently between representations and mathematical ideas. We focus on these areas together not only because the skills and knowledge in each discipline are essential for student success, but also because these fields are deeply intertwined in the real world and in how students learn most effectively. STEM is an interdisciplinary and applied approach that is coupled with hands-on, problem-based learning. Mathematics is given the high profile it deserves as we recognise that it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We have high expectations for all pupils and ensure that they become confident, fluent mathematicians.

*We are in the process of continuing our curriculum journey. Speak to our mathematics lead, Mrs V Hughes for the most up-to-date version of the mathematics long-term plan.


It is our expectation that that pupils will move through the programme of study at broadly the same pace. To do this we use a mastery approach to mathematics supported by the use of the White Rose planing and resources from the outset in EYFS right through to Year 6. Our EYFS and key stage one staff have received extensive CPD as part of the Jigsaw Mathematics trial that we are part of. All staff have comprehensive, paid for Mastery Maths training delivered by an accredited provider. In addition, we work with the wider school-led network; we have been part of the Sustaining Mastery group with the Maths Hub for several years.

Times Table Rockstars and Maths Shed are used to promote rapid recall of number facts. Our curriculum allows for challenge through the use of rich and sophisticated problems (including NRich, NTETM, I See Reasoning and Convince Me cards) as well as support through consolidation and additional practice. Success @ Arithmetic and First Class @ Number are used to accelerate the progress of pupils at risk of falling behind. In Key Stage One, we are part of the EEF’s research project in 1st Class @ Number. We are also a reserach partner for the National Tutoring Program (NTP) for the additional support we are providing our disadvantaged pupils with in Key Stage Two maths.


See School Performance Page

Multiplication Tables Check

The MTC determines if Year 4 children can fluently recall their multiplication tables. The check is designed to help schools identify which children require more support to learn their times tables. There is no ‘pass’ rate or threshold which means that, unlike the Phonics Screening Check, children will not be expected to re-sit the check. The Department for Education (DfE) will create a report about the overall results across all schools in England, not individual schools.

There will be a 3-week window from Monday 5th June to Friday 19th June 2023 for schools to administer the check. There is no set day to administer the check and children are not expected to take the check at the same time.  All eligible Year 4 children in England will be required to take the check.


27% of our Year 4 pupils achieved full marks. This puts our school in the top 10% of schools nationally.

The average number of correct marks per pupils was 16 which puts Applegarth in the top 5% of schools nationally.


65% of our Year pupils achieved full marks.

The average number of correct marks per pupils was 24.4

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