Mathematics

Intent 

At Bromet Primary School, our mathematics curriculum is designed with clear intentions to meet the diverse needs of our children and ensure a positive impact on their learning journey. Aligned with the national curriculum, our objectives are to ensure that all pupils:

1. Achieve Fluency: Master the fundamentals of mathematics through varied, frequent, and increasingly complex practice, enabling them to develop conceptual understanding and the ability to recall and apply knowledge accurately and swiftly.
2. Reason Mathematically: Develop reasoning skills by exploring patterns, making connections, forming generalizations, and constructing arguments or justifications using precise mathematical language.
3. Solve Problems: Apply mathematics to routine and non-routine problems with sophistication, including breaking them into simpler steps and demonstrating resilience in finding solutions.

Mathematics at Bromet is interconnected, encouraging pupils to navigate seamlessly between various representations of mathematical ideas. While the curriculum is organized into specific domains, we emphasize fostering rich connections across mathematical concepts to enhance fluency, reasoning, and problem-solving skills.

We implement the White Rose Maths scheme to structure our curriculum, supplemented by Deepening Understanding to extend fluency, reasoning, and problem-solving mastery. Pupils are encouraged to apply mathematical knowledge across other subjects, including science, to reinforce their learning in real-world contexts.

The majority of pupils progress through the curriculum at a consistent pace. However, progression is guided by the security of each child’s understanding:

• For advanced learners, we provide rich, challenging problems to deepen mastery before introducing new content.
• For those needing more support, we offer additional practice to consolidate foundational skills before progressing.

This approach ensures all pupils thrive in mathematics, equipping them with the confidence and competence to succeed in an interconnected and analytical world.

Implementation

Our maths curriculum, from EYFS to Y6, follows the White Rose scheme of learning aligned with the National Curriculum, with lessons tailored to meet individual class needs while maintaining full coverage. To enhance fluency, reasoning, and problem-solving, we incorporate Deepening Understanding, which complements White Rose lessons and strengthens conceptual links across topics. Additionally, we utilize NCETM and NRICH resources to enrich students' mathematical learning. Daily morning tasks, ranging from arithmetic to mixed-topic questions, support general fluency while enabling staff to provide targeted consolidation or pre-teaching, ensuring students are prepared and confident for upcoming lessons.

We use the Concrete Pictorial Abstract (CPA) approach, incorporating resources like Numicon and Base10 to build understanding before progressing to abstract problem-solving. To address gaps in learning integrate recap lessons, Flashback tasks, and prior learning into lessons, supported by working walls. Ongoing CPD and training enhance teaching, while continuous assessment, including formative notes and half-termly tests, ensures tailored support and high-quality provision for all students.

Impact

Pupil Voice:
Children speak enthusiastically about maths, confidently connecting lessons to real-life contexts. They believe in their ability to learn new concepts and apply prior knowledge.

Evidence in Knowledge:
Pupils understand how maths is used in the real world and its role in future opportunities. Mastery is demonstrated by explaining concepts using mathematical language, solving unfamiliar problems independently, and quickly recalling facts, including times tables.

Evidence in Skills:
Children confidently use mathematical vocabulary and methods, showing resilience and flexibility in problem-solving. They take pride in their work and develop the ability to recognize relationships and connections. Teachers provide opportunities to apply maths in various contexts, both inside and outside school.

Outcomes:
By year-end, children are expected to meet Age-Related Expectations (ARE), with some achieving Greater Depth (GD). Targeted support ensures all pupils secure a deep, adaptable understanding of maths for diverse applications.