When teaching mathematics at Beech Street Primary, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge to become successful in their future adventures. We aim to prepare our pupils for a successful working life. We incorporate sustained levels of challenge through varied and high quality

activities with a focus on fluency, reasoning and problem solving. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. White rose maths forms the base for our maths curriculum but this is enhanced with a range of mathematical resources. Pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to develop our school values of Tolerance, Respect, Ambition, Courage & Kindness.

In school, we follow the national curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment.

The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.

• At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.


• Each day pupils will access the flashback four to enhance arithmetic skills and build lasting knowledge of essential concepts.


• Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.


• Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.


• At all ages and abilities, reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.


• Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.


• Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.


• A range of computer resources are used independently by the pupils to enhance their ability and enthusiasm for mathematics including mymaths, numbots, ttrockstars and maths zone.


• A love of maths is encouraged throughout school via links with other subjects, applying a range of skills with growing independence.


• Children with additional needs are included in whole class lessons when appropriate and teachers provide scaffolding and relevant support as required. Alternatively, for those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.

• Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.


• Children show confidence when presented with a new challenge and have strategies to attempt to find a solution.


• Each child deepens their understanding of year group objectives.


• Pupils develop the ability to recognise relationships and make connections in maths lessons.


• Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.