Maths

Intent

At Bryn St Peters, we aim to provide our pupils with a high quality mathematics education that equips them with key skills and conceptual understanding, and develops their ability to communicate their mathematical reasoning and become critical thinkers.

We aim to:

• Develop mathematical competency, skills and understanding across key concepts.
• Develop fluent mathematicians, who are able to apply their mathematical knowledge to a variety of problems.
• Develop pupils’ ability to reason about mathematical concepts by following a line of enquiry, conjecturing relationships and generalisations, developing an argument, justification or proof.
• Develop pupils’ ability to make connections within the mathematics programme of study, the whole school curriculum and the wider world.
• Develop independent problem solvers who take risks in their learning, persevere in seeking solutions and challenge themselves.
• Foster an enjoyment of mathematics.

Implementation

At Bryn St. Peter’s Primary, our inclusive curriculum is carefully planned to ensure that all pupils develop fluency, mathematical reasoning and competency in solving problems.  Units across a year group build upon previous skills and pupils are encouraged to make connections with other areas of learning in the curriculum, helping them to deepen their understanding.  Children move through each year group at broadly the same pace, although additional support may be required for some learners by way of manipulatives, peer or adult support, or intervention to ensure that there are no gaps in learning.

Sequences of lessons build on prior learning, have clear learning objectives and promote use of subject-specific vocabulary.  The quality of mathematical vocabulary that children hear and speak is key to presenting a mathematical justification, argument or proof.   All children, when introduced to a new concept, will have the opportunity to build competency by taking the concrete – pictoral – abstract approach.  This will allow children to embed understanding as they move through the school, giving them confidence to choose an appropriate, efficient method as they progress to upper Key Stage 2.  Children are continually stimulated through series of challenges.

In each year group, children build upon their knowledge of number and times tables and there is dedicated time to develop fluency and confidence to apply the skills to a wide variety of contexts.  Previous learning is kept on the bubble through weekly big maths, daily fluent in five or short bursts of mental work throughout the day.

Teachers create opportunities for children to reason through explaining, convincing, justifying and proving their ideas.  And problem solving is weaved through every unit of work.  Children are guided to work systematically, breaking problems down into smaller steps, using and applying known facts and knowledge, and persevering in seeking solutions. 

Impact

Children at Bryn St. Peter’s Primary become confident mathematicians, who exude an enjoyment of the subject.  Children develop procedural fluency and conceptual fluency, giving them the confidence to solve problems and reason mathematically, using mathematical vocabulary.  Children seek and recognise relationships and make connections within maths lessons, the wider curriculum and the wider world.

Mathematics Inclusion Statement

At our school, we are committed to creating an inclusive environment where every child feels valued, respected, and able to achieve their full potential. We recognise that all pupils are unique, with different strengths, needs, backgrounds and learning styles. We actively promote equality of opportunity and aim to remove barriers to learning so that all children can participate fully in school life.

We celebrate diversity and foster a culture of kindness, understanding, and mutual respect. All staff work collaboratively to support pupils’ academic, social, and emotional development, ensuring that every child feels safe, supported and included.

Mathematics Adaptation Statement

We understand that some pupils may require additional support or adjustments to access the Mathematics curriculum effectively. Teaching is therefore adapted to meet the individual needs of all learners through a range of strategies, including adapted tasks, flexible teaching approaches, targeted interventions, and the use of appropriate resources or assistive technologies. We also work closely with parents, carers, and external professionals to ensure that adaptations are meaningful, inclusive, and responsive to each child’s needs.  Further details of this can be found within the mathematics policy.

Learning times tables and division facts through Times Tables Rockstars

https://ttrockstars.com/

All children from Y2 - Y6 have their login details for TTRS in their reading records.  Click on the link above to access the website.  Spend a bit of time on this as often as possible to improve your recall of times table and division facts.  You can practise all times tables in the garage, you can practise a chosen times table in the jamming session and you can build up your speed of recall in the studio so that you can move up the school leaderboard.

Learning number bonds through Numbots

All children from YR - Y2 have their login details for Numbots  in their reading records.  Click on the link below to access the website.  Children can learn addition and subtraction facts through practice and play.  Regular use of Numbots helps to develop fluency and confidence in basic mantal maths. Spend a bit of time on this as often as possible to improve your recall of number bonds. 

Numbots Game

Numberblocks

Numberblocks is a CBeebies series that teaches children about numbers through animation with fun songs, games and adventure.  It is aimed at Reception and KS1 children.  Take a look and learn together.

BBC iPlayer - Numberblocks

Subitising

Subitising is the ability to recognise the number of things quickly without counting.  Subitising is a significant element of maths in Reception.  Click on the links to find out more. 

If you want to help your child to develop their subitising skills, play a dice game with your child, or have a game of dominoes at home.  Can your child recognise the number without counting the spots?

What is subitising? | Oxford Owl - Bing video

Subitize Rock (s?bitize) to 10 | Math Song for Kids | Jack Hartmann - Bing video