Maths Intent

Maths is an essential life skill and one our children have the right to succeed in. From telling the time, measuring for recipes and eventually managing their own finances, maths surrounds our children throughout their school life and beyond. Along the way, maths brings its own unique qualities to learning; problem solving, abstract and critical thinking, creativity and fun! Our children become resilient learners who confidently embrace these skills and build the Cultural Capital that they need to take their place as responsible, independent, thinking citizens of the future.

At Barnehurst, we believe that every child can succeed in maths and take a ‘Teaching for Mastery’ approach to ensure that this happens. Teaching for mastery directly impacts on pupil behaviour and learning; lessons are carefully crafted to take account of the needs of all learners and to take the whole class through the small steps that are integral to building and connecting concepts. Our children believe in themselves and their abilities to succeed when learning is challenging. Reasoning and problem solving are inherent within all our lessons as too is fluency. We use higher order questioning to stimulate thought and debate at depth and actively seek to expose and discuss misconceptions at all levels. The skilled use of manipulatives and high quality representations ensure that maths is relevant, meaningful and demonstrative to all learners and by all learners. Our motto, ‘Believing, achieving and succeeding together’ provides the ethos surrounding our mathematical curriculum.

Our maths curriculum is built upon the Maths National Curriculum and the Mathematical Guidance issued by the Government in 2020. We plan units of work that progressively build and extend learning at all phases. Additionally, mathematical ideas and skills are entrenched within the Global Curriculum we provide. Our maths teaching ensures too that SMSC and preparation for Life in Modern Britain is robust and challenging. Our values of resilience, kindness, equality and courage are entrenched within our curriculum. Projects for example around water, allow children to experience and reflect upon the rights and wrongs of water shortages in certain parts of the world. Morally they consider their own place in this issue and how, together, they can work to create their own impact on the situation; ie measuring how many litres of water are wasted in their home during one day and publishing water awareness posters. Socially, working together, sharing ideas, listening to the point of view of others, build sharing and negotiating skills and a sense of team for example as children consider how to spend money that they have raised, through the Water Aid website. Culturally too, children experience ways of life very different to their own. Use of cultural patterns and art work within maths experiences also build this cultural awareness. At relevant times, children learn and consider the historical roots of maths for example the development of the idea of fractions by the Ancient Egyptians. We seek to create spiritual awareness by building on a child’s natural fascination and curiosity about maths in the real world. In our school, you will see this rich mathematical culture for example, in the high quality continuous learning provision of our Early Years settings. We provide regular opportunities for children to practise and extend their mathematical skills across the whole school curriculum, at home via cross curricular homework tasks and through mathematical theme days, National Event days or visits from local community banks to promote money sense.


Maths Implementation


A Long Term Approach

We take a ‘Teaching for mastery’ approach to our maths teaching and believe that every child has the right and the capability to succeed in maths. We believe that our maths curriculum should build on the firm foundations of prior learning, that it should be fun, inclusive and challenging for all. We equip and provide continuous opportunities for our children to learn, to use and to be exposed to high quality mathematical language. Curriculum coverage and progression is ensured through our maths Building Blocks from EYFS, KS1 to Upper KS2. At any one point in the learning journey through a particular concept or objective, our building blocks make prior learning and next steps explicit.


Yearly and termly Overviews

As a year on year framework for progression, we use the White Rose scheme of work.


Within this framework, we teach the building blocks within each area, including pre assessment tasks from the Ready to Progress NCETM materials and assessment at the end of each unit of work using the White Rose End of Unit Assessments. We prioritise specific areas of maths using the Mathematics Guidance, 2020 produced by the DfE.

The year is then planned in six termly units. This forms our Medium Term Plan (MTP) for maths.



‘Catch up Curriculum’ schedule and funding

We recognise that our children’s learning has been impacted by school closures due to the Covid 19 pandemic. In recognition of this, we are following the DfE recommendations that schools prioritise teaching the key concepts during the summer term of 2021 and the 2021/22 academic year. We continue to use the White Rose schemes of work going forward, although these have been modified for the academic year of 2021/22 to reflect the learning needs of our children and the key DfE 2020 guidance. In KS1 the focus strands are; place value, number facts, addition and subtraction, multiplication and division and geometry (shape). In KS2, there is an additional strand for ‘fractions’.

Catch up funding in maths includes additional TA/HILTA time for Boosters, the purchase of one to one Catch up programmes for example The Power of 2 by 123 Learning and additional maths resources to support the Mastering Number programme due to start in September 2021.

Week by week planning

Our planning is based around the ‘Five Big Ideas’ of teaching for mastery teaching; Representation and structure, Mathematical thinking, Variation, Fluency and Coherence. Representation and structure in our maths planning and teaching is all about giving children access to the mathematics; drawing out patterns and processes and making connections between different areas within the subject. Mathematical thinking is at the heart of what we plan and teach, lessons are carefully crafted to take children through a series of small steps so that connections are made. Problem solving lies at the heart of our lessons and is inherent from the very start; thinking, reasoning, exploring and making connections. We present children with a series of questions where one example builds on another, linking both procedural and conceptual variation to the central idea of making connections.


Our Daily Lessons

Our daily lessons are underpinned by fluency, problem solving and reasoning throughout and we use a CPA approach to lesson planning. As an example of this, see our Calculations Policy. We have a clear learning objective for each lesson, a focus on mathematical language and appropriate sentence stems, to enable our children to use this language when thinking and reasoning about number and other areas within our maths curriculum. High expectations in learning behaviours is expected throughout the lesson and we use Kagan structures in line with our whole school learning approach to ensure engagement for all. Extension in mathematical thinking at all levels of ability is further enhanced through the use of focussed maths stickers which give our learners the opportunity to independent show and extend their learning in various ways.

The format of our learning tasks reflects our commitment to the Maths National Curriculum 2014 balance of fluency, problem solving and reasoning and is consistent across the school from year 1 to year 6 whilst allowing for the very different needs of year groups and where needed, individual groups of children. The format will vary where appropriate for the learning task in hand.


Example of Learning Task sheets;


            Year1                                           Year 3                                               Year 6



Whole Class Teaching

As we believe that every child can succeed in maths, we mostly teach whole class lessons, catering for individual needs through the scaffold we provide and the extension tasks built into the lesson.


Structure of a Whole Class Lesson;




Assessment for Learning (AfL) is a continuous process and is inherent throughout our lessons. We actively seek out misconceptions and address these on the spot. Day to day maths interventions or ‘gap fill’ are addressed with the teacher or TA during the school day where possible. Maths starter time may also be used for this purpose or as a pre teaching opportunity. Children with persistent learning gaps are given access to Maths Booster or Intervention on a half termly basis. Entry and exit data is scrutinised and reviewed by teachers and our SENCO and interventions are planned by the teacher. We use a variety of assessment systems, for example the White Rose End of Unit or End of Term paper assessments, and online assessments. Our Reception classes use the Reception Baseline during the autumn term and our Year 2 and Year 6 classes take the SATs during the summer term.

The Maths Classroom Environment

  • Environment- in line with school policy​
  • Working Wall reflecting current learning
  • 'Help Desk'​ with appropriate resources
  • Sentence stems​ available
  • Prompt questions​
  • Well organised and clearly labelled resources​
  • Challenges cards or questions

Early maths in EYFS and Year1

Robust maths opportunities are integral in our continuous provision. This provision provides multiple opportunities to develop and apply maths skills that is both self-initiated and with strong links to real life. Children are actively encouraged to explore, articulate thinking and make connections within their learning. Daily whole class maths sessions are taught to the whole class and weekly focus tasks ensure that all children have the opportunity to learn in a small group with the teacher on adult led tasks. From September 2021, our Reception classes and KS1 will take part in 4 to 5 daily additional number based sessions as part of the Mastering Number programme.



Arithmetic and Number Sense

We recognise the powerful advantage that fluency in number facts and table facts have on the computational accuracy of our students. Fluent recall frees up the working memory so that the trickier aspects of mathematics can be accessed more easily. Children are given regular time to embed mathematical facts and practice fluent recall. Our aim is age appropriate automaticity. In addition to this, we have recently launched the ‘Number Talks’ programme in KS2 in the autumn term of 2021 to promote mathematical fluency and reasoning. We are also launching the start of the Mastering Number programme with Reception and KS1 from October 2021. Within EYFS there is a strong focus on developing conceptual understanding in number and deepening the relevance of number fluency within our continuous provision. Number bonds recall is tracked from the end of Reception to Y3 (and beyond as needed).


Number bond tracker. NB also pupils learn the corresponding subtraction facts.


Times tables

We take a whole school approach to the learning of times tables from Nursery to Y6, with the national MTC in year 4 each year. Time tables in nursery begins with identifying equal and unequal groups through sharing ‘fairly’. By Reception, children are learning to count in twos, fives and tens. During KS1, children are gradually introduced to the mathematical signs and taught how to apply their times tables knowledge to problem solving contexts. They begin to deepen their understanding of unitising but applying their knowledge outside of the normal range of 12 x. KS2 continue to build both fluency and conceptual understanding through taught lessons and regular practise. When learning a new times table, it is important that the children can systematically build it together around the facts that they already know. The children are encouraged to represent a particular times table in a range of ways. This could include: arrays, repeated addition, groups or bar models. Children have access to Times Tables Rock Stars from Y2 to Y6.


Times Tables Framework


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2


Counting in 1s

Making equal groups


Experience of counting in 1s, 2s,5s and 10s.

Making equal groups.

Year 1

Experience of counting in 1s, 2s,5s and 10s with vocabulary of equal grouping such as ‘groups’. How many groups of 5 are there in 15?

Recognising equal and unequal groups.

Year 2




Count in 3s


Count in 3s


Count in 3s

Build up automaticity.

Year 3


0x, 1x, 2x, 5x, 10x

3x      6x


4x       8x

Build up automatic recall.

Weekly tests

Year 4





Weekly tests

Automaticity 12x12

Year 5

4x      8x

3x      6x

12x    9x

7x   11x


Automaticity 12x12

Year 6

4x      8x

3x      6x

12x    9x


Automaticity 12 x12


Staff Continuing Professional Development (CPD)

Our staff have access to mathematical CPD on a regular basis. We aim to have at least one mathematical based Professional Development Meeting (PDM) every half term and our Support Staff have access to regular update and development training. Our Maths Leader attends the Bexley Borough Update Training sessions 3x per year and collaborates across our Trust with other maths leaders. We are also members of the London SE Maths Hubs and again, access training in the form of ‘The Teaching for Mastery Programme’. The academic year of 2021/2022 will see us in the final ‘Sustaining’ year of the programme. We have staff from all four Phases who are part of this programme and so ensure that we are steadily growing a broader maths pedagogical base within the school. Additionally to this, specific members of staff are put forward for more discreet training such as Maths within EYFS or the SKTM Programmes. Teachers in year R, 1 and 2 will be receiving training from the Maths SELondon Hub for the ‘mastering Number Programme’ in 2021/22.



As result of our maths teaching here at The Federation of Barnehurst Schools, our children enjoy and actively engage in maths. We see this in lessons and during pupil voice sessions. Our children confidently talk about their maths learning and use relevant maths vocabulary.

Our children demonstrate confidence and resilience in their learning and believe they can learn new concepts even if, at first, they find something tricky. This is supported by our whole school positive mind set approach to learning and is seen during Learning Walks and pupil voice conferencing.

We have actively worked to increase our teacher’s mathematical subject knowledge and pedagogical awareness in the teaching of maths. We have four staff members from all phases of learning who participate in the ‘Sustaining Mastery’ programme. This has resulted in a broader base of mathematical expertise within the school. Our recent maths INSET was led by all four members of the maths team as are the regular maths PDMs. Our EYFS teachers have undertaken specific Early Years maths training. Our staff have a shared use of mathematical language that is used to explore underlying mathematical structures. We use sentence stems in all lessons so that children have a structured way in which to practice and use correct mathematical language. The quality of teaching is high and staff have become much more confident in giving verbal feedback and adjusting their teaching to ensure that it is responsive to learners needs. All staff are able to verbalise our Teaching for Mastery approach and their part within this.

Our use of up- to-the-minute maths documentation, for example the Ready to Progress Criteria from the NCTEM, had enabled us to identify gaps in children’s knowledge over the Lockdown period, and to consequently adjust our existing curriculum to meet these gaps and to prioritise essential learning. This is documented in our updated maths yearly overviews.

We have moved further towards whole class teaching in maths and the scaffolding of pupils with SEND. This means that there is an expectation that all children can and do achieve in maths. We have extended our maths intervention resources and half termly pupil reviews ensure that interventions have impact and are consistently taught and applied. Support staff receive regular CPD training. This has resulted in the robust use of mathematical language and use of the intervention tools.

Our EFYS outcomes are robust and are significantly above the national average. Both KS1 and KS2 maths achievement in the informal SATs 2021, track above the national average. Informal analysis from our assessment system (FFT) indicate that in 2021, children attaining the Expected Standard for maths in KS1 was 90% and in KS2, 97%. Children attaining at Greater Depth in KS1 was 27% and in KS2 40%, with an average scaled score of 108.5.