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What are the aims of teaching mathematics?

The National Curriculum for mathematics aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • Can solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


How is the National Curriculum covered in mathematics?

At Bramley St. Peter’s we have daily mathematics lessons in every year group. Lessons begin with counting, number facts and mental fluency. Through each half term children work on a range of differentiated activities covering: understanding of number, calculation, problem solving, shapes, measures and data handling. Adults work hard to ensure mathematics lessons are fun and enjoyable for all, encouraging the children to be independent yet supporting them in their mathematical learning. Our aim is to help children to become confident in using mathematical skills in a variety of contexts both in school and at home and develop a love for the subject.


What skills are covered during lessons?

As part of mathematics lessons pupils will have the opportunity to develop their ability to recall number facts, talk about maths problems and methods of solving them, apply calculation strategies to problems, understand and use measures, make estimates and check their work. The pupils will increase their understanding of shapes, algebra, probability and data handling.


They will be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.


How is progression achieved?

We use the White Rose Maths Schemes of work as a long term plan, detailing the content required in each Key Stage. Our plans show the skills and objectives for each individual year group and the progression through school. Children are assessed half termly by class teachers and support staff and this data is shared in school to ensure that children are correctly supported and challenged. Year 2 and Year 6 complete the national tests (SATs) towards the end of the year.

Most children will progress well as a result of quality first teaching in the classroom, however those who are struggling will take part in specific intervention programmes to support them in their mathematical learning. We have introduced the SDI (Same Day Intervention) technique to enhance children’s learning. This provides class teachers with the opportunity to support children who need further help, before the next maths lesson.


How can parents/carers help? 

Children learn maths through many life skills such as using money, telling the time, measuring and weighing. Explain simple everyday things to your child as you do them. For example, how much change you will get in a shop, how to recognise the time a TV programme begins or the amount of sugar needed for a cupcake recipe. Teach children to recognise and describe shapes and numbers in the environment or play simple matching games, snap, dice games, bingo or cards. Key Stage Two children have log-in details for an online site to support their in-school learning. (See Mathletics page). 

Can we help you? There are fun maths workshops held in school for adults – please see Mrs Esplin for details.



At Bramley St Peter's we are using a number of resources to enable us to teach the maths content within the National Curriculum. Here are some documents from the National Centre for Excellence in the Teaching of Mathematics. These show the progression of knowledge and skills across the school within specific areas of maths.

'Stay and Problem Solve' in Years 3, 5 and 6.

'Stay and Problem Solve' in Years 3, 5 and 6. 1
'Stay and Problem Solve' in Years 3, 5 and 6. 2
'Stay and Problem Solve' in Years 3, 5 and 6. 3
'Stay and Problem Solve' in Years 3, 5 and 6. 4
'Stay and Problem Solve' in Years 3, 5 and 6. 5
'Stay and Problem Solve' in Years 3, 5 and 6. 6
'Stay and Problem Solve' in Years 3, 5 and 6. 7
'Stay and Problem Solve' in Years 3, 5 and 6. 8
'Stay and Problem Solve' in Years 3, 5 and 6. 9
'Stay and Problem Solve' in Years 3, 5 and 6. 10
'Stay and Problem Solve' in Years 3, 5 and 6. 11
'Stay and Problem Solve' in Years 3, 5 and 6. 12
On November 8th, parents and carers were excited to 'Stay and Problem Solve,' with the children in Year 3, 5 and 6. They challenged themselves through a range of puzzles, word problems and reasoning activities. Many gained an interesting insight into the maths their children tackle on a daily basis and often turned to them for help! Activities were completed, prizes were won and 'maths-talk,' took on new meaning as children defined the language of reasoning that they use on a regular basis. See below for sample activities...go on, challenge yourself!