We aim to make Mathematics a source of fun where our pupils become fluent in the fundamentals of Mathematics whilst developing flexibility, initiative, accuracy, communication skills and logical thinking. Pupils will be able to move fluently between representations of mathematical ideas making strong connections to develop fluency, reasoning and competence in solving increasingly sophisticated problems. They should also be able to confidently apply their mathematical knowledge to other subjects.

The teaching and learning of Mathematics at Broadfield, equips the children with tools to understand the world around them by developing their ability to calculate, reason, solve problems and think in abstract ways.

Pupils have the opportunity to develop their mental calculation skills regularly through focussed simmering and arithmetic lessons where Big Maths and arithmetic tests are utilised. We run after school clubs to promote the acquisition of counting, number bonds, times table and multiplication facts. Through challenging and fun activities, we encourage our children to become confident and competent in their ability to recall and apply knowledge rapidly.

We promote Spiritual, Moral, Social and Cultural development and British Values through our mathematics curriculum:

  • Conducting an opinion survey on a moral issue
  • Investigating different number sequences and where they occur in the real world
  • Considering the development of pattern in different cultures including work on tessellations
  • Discussing the use of mathematics in cultural symbols and patterns
  • Learning how mathematics is used to communicate climate change

Throughout school, pupils also learn about money and the role in plays in our society, for example where money comes from.

Implementation (how we teach Maths)

Teaching and learning in mathematics is organised using White Rose Numeracy Framework and Assertive Mentoring Assessment and Target Setting. It is based on the key principles:

  • Dedicated daily Mathematics lesson using a variety of teaching and learning styles
  • A high proportion of whole class and group-direct teaching
  • Interactive oral work with an emphasis on mental calculation, counting and the rapid recall of number facts. By the end of Year 4 children should know all the times table facts up to 12 x 12 and by the end of KS2 be fluent in using and applying them. Children should also continue to practice addition and subtraction facts up to 20
  • Manageable differentiation relating to a common objective
  • Emphasis on the understanding and use of mathematic vocabulary
  • Opportunities to carry out open ended maths investigations
  • One session per week concentrates on Arithmetic skills to promote and develop their skills in the four operations.

Daily sessions incorporate:

A: Differentiated Mental and Oral Simmering

  • Counting on and back in various steps including bridging x10 x100
  • Rehearsal of number bonds and key facts
  • Rehearsal of multiplication tables
  • Doubling and Halving
  • Multiplying and Dividing by 10, 100, 1000 etc.

B: Main Lesson

A main learning activity where:

  • The lesson is put into the context of previous learning
  • Mathematical vocabulary is shared, explained and the opportunity given for children to use it correctly
  • The Learning Objectives are communicated and are designed to generate the planned learning outcomes.
  • Skills and concepts are taught and modelled
  • Expected learning outcomes are communicated as Success Criteria
  • Careful differentiation enables the challenge of the task to be matched to the ability of the child.
  • Teaching Assistants and Special Educational Needs Teaching Assistants ensure that work is matched to the needs of individuals
  • The children have access and use of a range of resources such as number lines, number squares, digit cards and small apparatus to support their work.
  • Children are encouraged to ask as well as answer questions.
  • Wherever possible allows the children use and apply their skills in everyday situations
  • Incorporates mini-plenaries enabling learning for all pupils to be maximised.

Mini- plenaries and a final plenary session enable:

  • The learning objective and learning outcomes to be reviewed
  • Outstanding misconceptions to be addressed
  • Future learning is discussed or introduced
  • opportunity to apply their skills to everyday situations.
  • Self and Peer assessment opportunities


The impact on our pupils is as follows:

  • Quick and accurate recall of facts and methods using the four operations
  • The flexibility and fluidity to move between different contexts and representations.
  • The ability to recognise relationships and make connections.

A mathematical concept or skill has been 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.

These will be assessed through formative assessment, tracking, assertive mentoring, a pupil progress meeting, moderation and standardisation.

Click here to see the overview for the teaching of mathematics