Our aim is to provide an engaging, exciting and empowering Mathematics curriculum which equips the children of Holy Name for today and tomorrow. It is designed to be broad and balanced, providing all pupils with the opportunity to master their learning, develop their skills and deepen their knowledge whilst making sense and giving purpose to why we learn Mathematics. We are committed to ensuring that children are able to recognise the importance of Mathematics 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 strive for all children to enjoy their Maths experience in school so they have the ability to reason mathematically and solve everyday problems.  We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

Our curriculum is designed so that knowledge and skills connect and build over time to reach the intended outcomes to:

  • master of a body of subject-specific knowledge relevant to our school
  • generally consider skills to be an outcome of the curriculum, not its purpose
  • focuses on an in-depth understanding
  • use developments in cognitive psychology, theories of working memory and automaticity

Our curriculum promotes equality and celebrates diversity, respecting the rights and dignity of every child, as a Rights Respecting School following the British values of:

  • democracy
  • rule of law
  • individual liberty
  • mutual respect
  • tolerance

Our curriculum is designed to have a rigorous focus on the mastery of skills in Mathematics and across the curriculum to suit the needs of the diverse school population across the federation. It is designed to be broad, balanced and rich to reflect the diversity and urban nature of the communities we serve, taking advantage of opportunities, responsibilities and experiences that our children may not otherwise experience, so that children are better prepared for their later lives. Our curriculum is designed to engage parents in their children’s learning.  We believe that children should be able to select which mathematical approach is most effective in different scenarios as their understanding of a mathematical topic becomes deeper.

As a Catholic school we are deeply committed to developing children’s faith, with Jesus Christ as our inspiration and our role models. Our vision is made real as we put our mission into practice and our deep commitment to preparing children for modern life in Britain and the wider world, with a clear and moral purpose. We challenge them to become resilient, confident and independent learners. We develop children’s knowledge and understanding of other faiths and world religions by respecting and appreciating alternative viewpoints and beliefs. Those who are most able are challenged and supported through appropriate extension activities.  Those who need more support are encouraged and given targeted support to embed knowledge and skills, to develop at their own pace or to learn in a style that best suits their own individual need.

We have clearly defined expectations of children’s learning to enable children to learn, recall and utilise the knowledge, concepts and skills that will enable them to achieve ambitious outcomes and inspire them for adult life, identifying practical value in all their learning opportunities.

The 2014 National Curriculum for Mathematics 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


Curriculum Implementation:

 We have received accreditation from the International Schools Award, Rights Respecting, Eco-Schools and Dyslexia Action. Providing the best experiences for our children, we have links with MCFC, UK Fast and Royal Northern College of Music. To enhance our curriculum, we provide:

Super Learning Days per half-term, an Eco Teacher (gardening and Forest Schools), swimming, regular trips and curriculum hooks. To promote physical health and well being we organise a huge variety of extra-curricular clubs before and after school and an annual Health and Fitness Day.

Our Mathematics curriculum is in place for all learners is organised through the Early Years Curriculum and the early learning goals in the Early Years Foundation Stage and through the programmes of study of the National Curriculum for all subjects from Years 1 – 6. Learning is sequenced to enable progression through age-related expectations for each year group, in Mathematics teachers follow the Hamilton planning scheme that meets National Curriculum expectations.

The approach to teaching and learning supports the curriculum by ensuring that lessons grow overarching theme and build on prior learning and provide sufficient opportunity for guided and independent practice.

 The key features of learning in Mathematics are that pupils:

  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • are expected to build on their prior learning and understanding
  • Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Teachers use precise questioning in class to test fluency in conceptual understanding as well as fluency and understanding of underlying mathematical concepts.
  • expected to ask their own questions about their learning to raise higher order thinking skills
  • given opportunities to engage in independent learning and to find out for themselves
  • provided with different approaches used to stimulate pupils and meet their different learning needs in line with our Dyslexia Friendly status
  • Hamilton planning scheme provides high quality, up to date resources that promote equality and celebrate diversity provided with real life examples to give meaning and purpose to their learning
  • expected to use subject-specific vocabulary correctly
  • encouraged to challenge themselves in their learning
  • provided with opportunities to practice the application of their knowledge and skills in all their learning
  • equipped with knowledge and skills necessary to begin to tackle social disadvantage
  • inspired by Manchester’s rich heritage and place in the world which is used to open up the curriculum beyond the confines of the classroom

Teaching throughout Key Stage One and Two builds on the on the solid foundations of the previous key stage.  Children are introduced to a formal calculation methods in Year One and these are developed and built on each year in line with age related expectations and the schools Calculation Policy.  Mathematical concepts are taught on a weekly basis from the Hamilton planning scheme.  In Key Stage One and Two initial problem solving activity prompts discussion, reasoning and allows pupils to use mathematical vocabulary.  Independent work is demonstrated in children’s Maths books.  Mathematical topics are taught, to enable the achievement of ‘mastery’ over time.  Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within lessons as appropriate. 

In addition to this, Friday’s Maths lesson is guided by the Assertive Mentoring Programme.  Weekly skills tests are given to children to test their prior knowledge and their learning from the previous week.  Teachers can then identify gaps in the children’s learning or if they have struggled with a particular concept.  The following week the teacher then teaches to these gaps and concepts and children become aware of the testing process and most importantly and fundamentally can see their progress improve week on week. 

To ensure whole school consistency, progression and curriculum coverage teachers use a wealth of resources such as Hamilton Planning Scheme, Assertive Mentoring Programme, MyMaths, 1 to 1 tuition from A-Level Maths students for Year 6 pupils, times tables apps are used mainly across Key Stage Two to ensure children are developing rapid recall of multiplication facts and prepares Year 4 pupils for the Statutory, Multiplication Times Tables check.  Pupils are also registered on MyMaths to enable them to consolidate work at home.


Curriculum Impact

 Children are tested three times a year using the PUMA tests at the end of the autumn, spring and summer terms.  Half Termly Assertive Mentoring tests are carried out that tie in from the weekly Assertive Mentoring tests.  This enables the teachers to assess progress over a half and termly basis.  Targets are set for children through the Assertive Mentoring Programme.  Targets are shared with the children in individual pupil progress meetings this happens twice a year.  The targets and pupil progress are then in turn shared with parents and parent days. Targets are placed in the front of children’s Maths books so they are always aware of their next steps in their learning.  The teaching of mathematics is monitored through lesson observations, book scrutiny and pupil interviews.

At Holy Name a high quality Mathematical education aims to develop a range of reasoning and problem-solving skills that are transferable to other curriculum areas, particularly Science, Geography and Computing. The impact of our curriculum is not only measured by the results at the end of EYFS, Phonics Y1, KS1 and KS2 but how effective the curriculum helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.  Our innovative, creative and ambitious approach is reflected in the expectations of our children, to at least achieve the standards set out in the Early Years curriculum by the end of Reception and in the RECD (Religious Education Catholic Directory) and the National Curriculum for Years 1 to 6.

Contact Us

Holy Name RC Primary School

Denmark Road, Moss Side, Manchester, M15 6JS

T: 0161 226 6303


Head of School: Damian Regan
Executive Headteacher: Catherine Gordon

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