Bryn St Peter's CE Primary SchoolMaths
Intent
The mathematics curriculum at Bryn St. Peter’s is designed to ensure all pupils develop deep and secure understanding. Our intent is for all children to become fluent mathematicians, who are able to confidently recall and apply mathematical knowledge and demonstrate conceptual understanding. We aim for all children to be proficient users of mathematical language, which will support them in their mathematical reasoning in different contexts. Our ambition is for children to become problem solvers through applying their mathematical knowledge to a wide range of problems, in maths lessons, other subjects and in ‘real life’.
It is underpinned by the following principles:
A coherent, sequential curriculum aligned with the National Curriculum and EYFS Statutory Framework.
A mastery approach, with pupils moving through learning in small, carefully sequenced steps.
A focus on depth before acceleration, ensuring concepts are fully understood.
Use of the concrete–pictorial–abstract (CPA) approach to develop conceptual understanding.
A commitment to fluency, reasoning and problem solving as equally important strands.
High expectations for all learners, with appropriate support and challenge.
We prioritise early number development through:
The Mastering Number Programme, which secures pupils’ understanding of number, place value and relationships.
The development of automatic recall of number facts, including number bonds and multiplication facts.
Our curriculum reflects our school values by promoting resilience, curiosity, collaboration and high aspirations.
Implementation
Our Maths curriculum is delivered through highly effective ‘quality first teaching’. All children, when introduced to a key new concept, have the opportunity to build competency in this topic. Children are encouraged to physically represent mathematical concepts using concrete resources, model and images, to demonstrate and visualise abstract ideas, alongside numbers and symbols.
In EYFS, our priority is building a secure number sense and a deep understanding of numbers to 10. Mathematics is taught through a balance of structured teaching and purposeful play, aligned to the Early Learning Goals. We follow NCETM’s Mastering Number scheme, which provides a clear progression and opportunity for pupils to explore the composition of numbers.
In KS1, we build upon the number sense they have developed in EYFS by completing additional Mastering Number sessions each week. This enables children to develop fluency in calculation and a confidence and flexibility with number.
In Key Stages 1 and 2, pupils receive daily discrete maths lessons based on the White Rose Maths small steps progression. Lessons follow a structure that promotes effective learning. Each lesson starts with a recap that activates prior knowledge and boosts focus. This is followed by explicit teaching and modelling of new content using concrete models and images with a focus on use of precise vocabulary. Then there is opportunity for children to practise through whiteboard work, talk partner work, as well as independent work. Children are then given opportunity to apply their learning through varied fluency, reasoning and problem solving. Finally learning is consolidated to deepen understanding and develop children’s metacognitive skills.
Impact
Our well-planned Maths curriculum ensures that children are fluent and confident mathematicians who exude an enjoyment and curiosity about the subject. Our children are enthusiastic and competent mathematical problem solvers, within maths lessons and across the curriculum. They perform well in Maths and are well-prepared for the next stage of their education.
Impact is evidenced through:
High-quality work in books demonstrating progression.
Pupils’ ability to explain, justify and reason mathematically.
Strong recall of key number facts.
Ongoing formative assessment and responsive teaching.
Outcomes in summative and statutory assessments.
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
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.
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.
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