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Bramley St Peter's Church of England (VA) Primary School

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What are the aims of teaching maths?

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.


Maths at Bramley St. Peter's

At Bramley St. Peter’s Primary School we aim to provide an excellent mathematics curriculum that is accessible to all. Children are encouraged to think for themselves and acquire lifelong skills which will prepare them for life in a modern society.



The above aims, combined with a carefully designed mastery approach to mathematics, ensures continuity and progression with high expectations for attainment in mathematics. Mathematics also allows us to analyse and communicate information and ideas as well as tackle a range of practical real life tasks. It provides opportunities for intellectual excitement; it is a creative and imaginative study of patterns and relationships. At Bramley St. Peter’s we believe that Mathematics is integral to all aspects of life and we endeavour to ensure that the whole school community nurtures a positive and enthusiastic attitude that promotes an “I can…” approach to the subject. Teachers model and have high expectations of vocabulary in order to support children in the development of the mathematical language they need to be able to explain their thinking.

Teachers plan using The West Yorkshire Maths HUB schemes of work, carefully adapted and personalised to ensure the learning needs of the class and individuals are met. We constantly evaluate provision and evolve the way we teach. We use the “White Rose Maths," online resources to support remote learning and to ensure parity during times of blended learning.  Following lockdown, we are addressing the 'catch up,' curriculum and are using resources such as The Renaissance Maths Focus Skills document. This is designed to be used alongside the National Curriculum and supports teachers to prioritise learning objectives whilst continuing to build a deeper understanding of mathematical concepts.  Sessions allow children to relate to real life contexts, ask questions, lead learning and find their own ways to problem solve and reason, regardless of their individual ability level. Staff use the resources as a tool to address common misconceptions and to strengthen the children’s understanding through detailed procedural and contextual variation.

The regular monitoring of planning, teaching and learning, assessment and classroom environments serves to promote high expectation and produce greater progress throughout the school. 


A robustly planned and carried out assessment and monitoring programme aids teachers to analyse pupils’ work, identify misconceptions and communicate these through their future planning. Assessments used include White Rose Maths, NFER and a range of formative assessments.


Provision in EYFS.

In Nursery and Reception, a stimulating, maths-rich environment provides pupils with opportunities to use mathematical skills and concise mathematical language in all areas of provision. Staff encourage pupils to self-register, vote, measure, problem solve, compare and count through everything they do. It is in EYFS that the self-initiated use of resources begins, a practice embedded throughout school.


Provision in KS1.

Pupils in Year 1 and 2 take part in daily maths sessions. Working with a wealth of activities in varied groupings (mixed ability, similar ability, pairs, individually) they access a range of concrete, pictorial and abstract methods and resources (CPA). The use of practical resources to embed mathematical concepts and work through common misconceptions is strongly encouraged. Both formal and responsive interventions allow all children to progress.


Provision in KS2.

Daily maths sessions allow children to relate to real life contexts, ask questions, lead their own learning (through investigating different methods) and find ways to problem solve and reason. Detailed procedural and contextural variation (through White Rose Maths or teachers’ own choice of resources) aims to progress children’s understanding of a concept as quickly as possible without putting limitations on learning. The high expectation of pupils and links to Growth Mindset (see school website) promote the qualities of perseverance and learning from mistakes. Intervention for specific pupils in Years 5 and 6, and guidance for teachers from a highly trained “Numbers Count,” practitioner has helped pupils to develop a highly developed number sense and understanding of place value. Pupils achieving “Greater Depth,” in KS2 has increased rapidly.


Provision for pupils with SEND.

The SENDCo works closely with the maths team to ensure that pupils with SEND receive carefully personalised provision and that the work provided endeavours to ‘close the gap,’ between the child and their peers. It also includes problem solving and reasoning activities at an appropriate level, rather than assuming that mathematical fluency must be achieved first.



Key Stage Two children have log-in details for "Times Table Rock Stars," an online site to support their in-school learning. Teachers can set tasks and competitions for children in their classes and track progress made, competing against themselves or others in or outside school. Problem solving roadshows and mathematical workshops succeed, alongside classroom teaching, to give maths a high profile. Virtual Magic Maths sessions have recently enthused Year 6 learners.




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!