Maths Curriculum


Shining Together, We Reach for the Stars. 


A true maths learner is one who is conversant and confident in mathematical thinking and one who is unafraid to learn mathematical language across all areas of the curriculum. Our aspiration for pupils in maths is clear through our mastery aims. 


Our Christian Values: Respect, Motivation, Cooperation, Kindness, Pride, Perseverance

These Values are seen as curriculum drivers and learning behaviours to succeed and 'Shine Together, whilst we 'Reach for the Stars'. They were chosen by our church school community, with our church school community and their needs in mind. Our values are rooted in the teachings of Jesus Christ and we use our learning from the Biblical texts to inspire us in our learning, providing us with Hope (with a mind to Jesus as the light of the world) and aspiration.  

The National Curriculum, 2014 shares that:

Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They should 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.

As a school we endorse the KS1/KS2 curriculum aims that :


Children 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. We have daily Number Masters to keep up these skills and a daily Skill it as part of our taught session. 

Are able to 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. Our daily Apply it focus live this out for children in practice.

Can SOLVE PROBLEMS with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. When children are applying and deepening their learning, they are grappling, discussing and debating maths both as an internal process and as a dialogue with their teacher and peers. Within our taught sessions children have opportunity to do this within Deepen it questions. 


As a school we also follow and endorse the learning aims set out in the Early Years Foundation Stage (EYFS) Statutory Framework: 



  • Have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts. 
Number patterns: 
  • Verbally count beyond 20, recognising pattern of the counting system; 
  • Compare quantifies up to 10 in different contexts; 
  • Recognising when one quantity is greater than, less than or the same as the other quantities; 
  • Explore and represent patterns within numbers up to 10, including even and odds, double facts and how quantities can be distributed equally. 

Mastery in Maths

As a school we have developed a Bromesberrow Mastery Approach, which is consistent across the school from Early Years to Year 6. Within our classrooms you will see;

  • Quality First Teaching; tailored to meet the needs of the learners in each class, and intervention being given to address any gaps in learning when necessary to, 
  • Resilient and motivated learners, with a learning environment that promotes a ‘can do’ attitude using 3B4ME, 
  • Teachers and Teaching Partners using high-quality questioning to explore children’s understanding and develop understanding further,  
  • Teachers using misconceptions to further understanding of key concepts,  
  • Learners being provided with a range of opportunities to explore key mathematical concepts that appeal to the children's different learning styles – concrete/pictorial/abstract, 
  • Collaborative learning, 
  • Learners being provided with the opportunities, through careful planning, to explore for longer and go deeper in mathematical concepts,
  • Development of fluency, reasoning and problem-solving.

Times Tables- There is x table practice from Y2 upwards to ensure that children know their times tables securely at the end of Y4. The school have bought into Times Table Rockstars to support children in learning their tables at home.


Maths Tool Boxes- Each class has maths toolboxes available to the children at all times. This supports our 3B4ME philosophy of encouraging independence and resilience in our learners, particularly in regards to mastery and greater depth learning.