We aim to provide a rich and dynamic mathematics curriculum that will meet the needs of all of our pupils. At St Bartholomew’s school, we believe that mathematics equips children with a uniquely powerful set of tools for everyday life. We aim to develop in all of our pupils:

  • an understanding of the nature and purpose of mathematics in everyday life
  • a positive, resilient attitude towards mathematics
  • fluency in mathematical knowledge and concepts
  • an ability to solve problems, to reason, to think logically and to work systematically
  • an understanding of mathematics through a process of enquiry and experimentation
  • initiative and an ability to work both independently and in cooperation with others
  • an ability to communicate mathematics in both verbal and written forms, using key vocabulary accurately
  • an ability to use and apply mathematics across the curriculum and in ‘real life’ contexts

We teach a ‘mastery’ mathematics curriculum through schemes of work that are organised into ‘blocks’. All staff use these schemes of work to plan progressive, creative lessons that follow the C-P-A (Concrete - Pictorial - Abstract) approach; all learning activities are designed to include the key elements of fluency, problem solving and reasoning. All pupils are challenged at a suitable level to ensure that they all make progress from their individual starting points. Scaffolding and personalised support is used to ensure that all learners, where appropriate, can access the same lesson with the aim of achieving the same learning objectives. Pupils with specific learning needs are provided with bespoke learning activities based on their current level of attainment.  A range of resources are provided in every classroom to support the teaching and learning of key mathematical concepts: these include concrete and pictorial resources as well as lesson activities from recognised sources such as White Rose, Classroom Secrets and the NCETM.

All staff follow the school’s calculation policy to ensure a clear progressive sequence in the development of arithmetic skills across the key stages. The use of vocabulary and ‘Maths Talk’ is actively promoted through the school’s ‘Progression in Mathematical Vocabulary’ document. Pupils are expected to use key terminology within stem sentences to explain and/or reason about their answers to questions. The multiplication tables are taught and assessed regularly to promote swift mental recall of key number facts, and to ensure a more efficient, confident approach when completing calculations.

‘Working Walls’ are used in every classroom to support the learning of concepts as well as to celebrate achievement in mathematics. Teaching staff provide regular feedback through marking or verbal feedback, to address any misconceptions as well as to provide further challenge. Relevant and challenging homework is also provided to consolidate the key concepts taught during the week.

Mathematical workshops and challenge days are organised throughout the year for pupils or groups, to allow them further opportunities to apply and develop their fluency, problem-solving and reasoning skills. These events help to promote mathematics as a fun, relevant subject that is accessible to everyone.

Follow the link below to see our school's calculation policy. This consists of two documents: addition and subtraction, and multiplication and division.

2022 White Rose Addition and Subtraction Calculation Policy

2022 White Rose Multiplication and Division Calculation Policy

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