Gipsy Hill

At Gipsy Hill Federation we aim for all children to be fluent and confident mathematicians enabling each pupil to develop within their capabilities not only the mathematics skills and understanding required for later life, but also an enthusiasm and fascination about maths itself. We want them to develop, reason, use and apply their knowledge rapidly and accurately throughout their lives.

Maths is at the core of everything!

We develop in children:

  • A positive attitude to mathematics as an interesting and valuable subject.
  • An ability to think clearly and logically in mathematics with confidence, independence of thought and flexibility of mind.
  • An understanding of mathematics through a process of enquiry and experiment.
  • Persistence through a sustained piece of work, working both cooperatively, collaboratively and independently.
  • Confidence in mathematics which will allow children to express ideas fluently and talk about the subject using the language of mathematics.
  • An appreciation of when a task should be done quickly in one’s head and when it is reasonable to resort to an aid such as a calculator, pencil and paper or equipment.
  • An understanding of the importance of mathematics in everyday life.
  • An enthusiasm and enjoyment for maths and awareness that maths is fun!

The children have the opportunity to take part in a national competition including the annual Primary Maths Challenge organised by the Mathematical Association.  The children are excited to compete against other schools in the competition.

Across all schools the children are invited to take part in the Monthly Maths Challenge for the chance to win a prize! With different problems for KS1 and KS2, all children have the opportunity to have a go

To support children with learning their times tables, we organise a clubs across the Federation. These clubs are fun, often active, and give children time to practice their times tables. The children play games and sing songs to help them have a fast recall of times tables. By the age of nine, all children will be expected to know their times tables up to 12 x 12.

Have a go at practising your times tables online!

Early Years

The principal focus of mathematics teaching in the Early Years Foundation Stage is to ensure that pupils develop a basic understanding of key mathematical skills to be developed further along the key stages. All of the children are assessed in two areas; Shape, Space and Measure and Number. Through extensive teaching and independent learning opportunities children develop skills such as sharing, halving, capacity, distance, time, 2D and 3D shapes along with number sentence writing. The children have opportunities to explore a range of mathematical resources including Numicon and counting objects.

Key Stage 1

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals and the four operations. The children will continue to use practical resources including Numcion and counting objects to ensure that they have a deep understanding before moving onto abstract resources including number lines and 100 squares.

Lower Key Stage 2

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. By the age of nine, all children will be expected to know their times tables up to 12 x 12. 

Upper Key Stage 2

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. The children can then begin to choose the most efficient method to solve problems.

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