A friendly reminder that it is an Inset day at HPAM on Friday 11th October and school will not be open to any pupils.


Don't forget to come along to our Macmillan coffee morning today at 8:45 in our dance studio. Bring a cake to share and enjoy a coffee on us. We hope to see you there!


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Proud to announce two of our local primary schools – and William Morris Primary are working with to give children at these schools the chance to form their own band and learn to play music together. Big Thank You to PHCC and Rocksteady for the funding!!


Remember that cars are no longer able to drive into Ivy Gardens during the Safety Zone consultation period. There is no access restrictions during the following times: 8.00 - 9.30am and 2.30 - 3.30pm For more information please see the Website


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A beautiful day at Harris Primary Merton ❤ well done everyone 🌹🌹


Stay up to date with what is happening at Harris Primary Merton. Click to access our school calendar.


We recently celebrated the official opening of our additional resource base sensory garden with staff, parents and governors. Thanks go to who provided us with a grant to allow to make our vision possible.


The parent winners!


The runners up


Next time don’t drop the ball Mr Dunn!


Today we had our teachers v parents rounders game!


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Huge congratulations to on achieving the Healthy Schools Silver Award


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Secondary trainees amazed by the depth of skills and knowledge demonstrated by children in Years 4 to 6 Looking forward to teaching Reading comprehension groups this afternoon


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Great skills developed with a real focus on collaborative learning with the iPad


Children finish school tomorrow at 1:30. Please remember to collect your child at this time.


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The amazing students continue to make outstanding progress through our Raising Self-Esteem Programme. We are all extremely grateful to for their continued support in enabling this crucial work to take place. Helping Young People Grow.


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Tyreses Egg Sheeran did well!


What an EGGcellent display of art we had from our children during our recent egg decorating competition. Well done to all participants and an extra well done to all of the winners.


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. Surprised.


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Today is ! Many thanks to and for coming to library this morning to deliver this fantastic session to school children from

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office















Maths is a creative, fun and engaging subject, which is hugely connected to our day-to-day lives. Maths is about making sense of things and finding solutions to problems. Children need to learn how to reason and solve problems, whilst developing fluency, which will help them to succeed in later life.  

A mathematician needs:

  • To be analytical – able to spot similarities and differences
  • To be critical – able to identify problems and mistakes
  • To be a problem solver – resilient enough to approach a problem from different angles
  • To be inquisitive – want to know why, and how things work
  • To be precise – able to understand precisely what is, what is not, and what is a grey area


Intent: Introduction, Vision and Philosophy:
The purpose of this document is to clarify the how, why and what of maths teaching at Harris Primary Academy Merton. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal and to ensure that a high-quality maths curriculum is being taught to all children. At Harris Primary Merton, we want our children to be confident and fluent mathematicians, who are able to solve problems. We teach maths for mastery. This means that we are teaching children to have a deep conceptual understanding of mathematics rather than teaching purely so that children can get a correct answer. Being able to explain how they got an answer, why that answer is right, and what might happen if a particular variable was changed are the hallmarks of a mathematician – simply getting the answer right ought to be a given. To be able to access many of the types of reasoning and problem solving questions they will encounter, children must be arithmetically fluent. We structure our teaching and progression in order to ensure that our children develop these necessary arithmetic skills.

At Harris Primary Merton, we believe that all children should succeed mathematically; one of our primary tasks as maths teachers is to find ways of presenting, scaffolding and teaching concepts in such a way that everyone will achieve. Staff receive regular CPD on the teaching and planning of maths within school, as well as the opportunity for additional training delivered by Federation consultants.

What does maths look like at HPAM? Overview:

Maths builds on the Early Learning Goals for Mathematics within the EYFS. At HPAM we teach maths in units, usually spending a few weeks on each topic. We try to develop children’s understanding from the concrete (physical manifestation of the maths), on to the pictorial (being able to approach the maths using pictures rather than physical resources), and finally onto the abstract (being able to approach mathematics without physical or pictorial resources). This is implemented throughout all lessons in KS1 and when necessary in KS2, however some lessons can be purely concrete and pictorial and we will focus on the abstract later in the week once the children have understood the concept.


When planning a unit, teachers use a range of resources and areas to support and structure their overviews. Generally, teachers will follow the recommended progression from the “White Rose” resource, following the general lesson objectives based on that topic that are in line with the National Curriculum. This gives a good idea of what a particular unit of work might include, and a sensible order in which to teach it. This progression follows the Harris Primary Merton progression, which begins by securing place value and number at the start of the year, and then moves on to other areas of maths in which these number skills will be used. For example, fraction teaching will follow division teaching, as fraction teaching is about equal parts of a whole, which requires an understanding of division. By starting with number, we ensure that we emphasise arithmetic early on, and can use this to inform the rest of the year. Children then practise these arithmetic skills regularly as part of our low-stakes testing and retrieval practice every week. All of this can then be cross-referenced with the available effective maths slides to identify which lessons will need self-resourcing. Often, when there is not an effective maths lesson, teachers will use scanned images from the textbooks, or images taken from the White Rose Maths Hub exemplification, and create a PowerPoint.


Impact: Task
When children are doing a written task, this will typically be presented on four stickers for a lesson. Some units, like statistics, might need another format, in which case teachers will us their own judgement. Not all children will complete all stickers, and early on in year 1, most will only be completing one or two stickers. For ideas and support on making task stickers, please use the “Primary Maths Task Stickers” folder.

The stickers ought to follow a clear progression:





Sticker One
- Must be accessible by all in your class (i.e. everyone needs to meet the LO). So this will be different for every class. Ask yourself – will everyone get this question right?
- Is often pictorial (could be a representation of your extended/guided partner practise).
- Could be a “tick the one that shows X” or “identify if Y has been done”

Sticker Two

- Is then moving to an abstracted form of the first question (e.g. might be three or four column method questions, with a pattern).
- Meets the LO in a more obvious, typical way.



Sticker Three

- Is applying the mathematical skill in a different way, e.g.
- Matching questions
- “Misconception questions” (e.g. “Sam thinks X – is he right? Can you correct?)
- True or false and why questions
- Word Problems




Sticker Four

- Is often an open-ended, challenging, deepening question. They might need to explain, or reason.

- These can often be taken or adapted from the NCETM mastery assessment documents, NRICH, and the White Rose Maths Hub (WRMaths on TES)




Arithmetic is to be taught everyday with a clear focus and this is evidenced once a week in their books. Times tables should also be taught regularly throughout the week (this can simply be through the use of a counting stick or times table games) and is evidenced in the book once a week using a resource that can be found on “The School Run”.


During the week, teachers are expected to tick and stamp all pupils work. This can be peer marked, self-marked or marked by the teacher, but is always assessed by the teacher after each lesson. Once a week, teachers are expected to place a differentiated marking sticker in each child’s book, which will be responded to by the children in green pen and then ticked and initialled by the teacher or TA.

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