Glen Road, Plympton, Plymouth, PL7 2DE

01752 339073

Welcome to Glen Park Primary School. We hope you can find the information you require on the website. If not, please contact Mr Anthony Hutchings, Head Teacher at

Glen Park Primary School

Success for all, through learning together

How we Approach the Teaching of Mathematics.


The Intent of our Mathematics Curriculum

At Glen Park, we believe that everyone can succeed in maths and it is essential for every day life. We aim to develop children who have positive and enthusiastic attitudes towards maths. The aims of our maths teaching are aligned with the core aims of the National Curriculum both in the mathematics lessons and across the curriculum as a whole. We strive for our children to be successful and proficient mathematicians, who can solve problems, fluently recall facts and reason mathematically, justifying their answers with confidence.



The Implementation of our Mathematics Curriculum



We use Power Maths (recommend by the DFE) as a basis of our maths lesson from Foundation to Year 6. At the heart of this programme is the idea that all children can achieve and be successful mathematicians with the right growth mindset.  This mastery whole-class approach empowers every child to succeed and progress together through interactive lessons and practical activities, providing small, cumulative steps to build a solid foundation of deep mathematical understanding.


Power Maths adopts a unique lesson sequence which is designed to deepen knowledge by building fluency, conceptual understanding and confidence in using correct mathematical vocabulary. Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking.  (Outlined below)


Concrete is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life as children have the opportunity to be hands on and use physical objects to aid them in developing their understanding. 


Pictorial is the ‘seeing’ stage, where representations of the objects are used to support learning.  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.

Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems.


Each lesson is divided into sections that involve:

- plenty of ‘discovery’ to promote curiosity

- opportunities to ‘share’ methods,

- collaboration time to ‘think together’

- when ready practice independently

- time to reflect and evaluate their understanding of the key concept.  


With Power Maths, we promote five child friendly characters, each with their own positive skill set, to inspire and motivate children.  


Times Table Rock Stars

Pupils can practice their times table skills from home using Times Tables Rock Stars. Children have their own log-in and can use the interactive games to improve these key skill.

Can you become a Time Table Rock Star?

The Impact of our Mathematics Curriculum


Through the explicit teaching of the Mathematical skills, both the teachers and the pupils assess their learning continuously throughout the lesson. At the end of the unit, assessment tasks are completed, where children have the opportunity to reflect on their knowledge and understanding. Formal assessment take place three times a year using Hodder PUMA assessments. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.   


Pupil Voice

‘Maths is easier because of the objects, pictures and lessons. It is really thorough.’

‘Maths is now my favourite subject.’

‘I really like Power Maths – I would be upset if it stopped.’

‘Questions are sometimes harder. Teachers have high expectations and we have to work hard in lessons.’

‘The diagrams in the books help you to understand.’

‘Lots of problems to solve easy and hard. Like the trickier questions. They start easy and we have examples on the board.’