Mathematics

There are many elements to the teaching and learning of Maths: it is not only the ability to calculate (being mathematically fluent) but also the ability to apply these skills to real life scenarios (solve problems and investigate) and also to talk knowledgeably about mathematical working (reasoning).

How we teach and assess Maths at Brookfield Primary Academy

At Brookfield, our maths curriculum is designed to help every child Achieve, Belong, and Thrive as a confident, capable mathematician. We believe that all pupils can succeed in mathematics through high-quality teaching, a supportive learning environment, and a culture that celebrates perseverance and progress.

We follow the White Rose Maths long-term plan, which provides a clear structure and progression of skills across the school. To enrich learning and provide varied, engaging experiences, we also use high-quality resources from the NCETM, NRICH, and the Maths Hubs.

Our pupils take part in daily arithmetic sessions to strengthen their rapid recall of basic number facts and to develop fluency in using the four operations. Each morning begins with a ‘Flashback 4’ task from White Rose Maths. This activity consolidates previously taught skills, helping children to retain and apply their mathematical knowledge with confidence.

We use a range of assessments to track progress and inform planning. At the end of each unit, children complete a mini end of unit assessment to demonstrate their understanding, and in KS2 termly NGRT assessments provide a broader picture of attainment and progress throughout the year.

A key focus at Brookfield is on times tables fluency. By the end of Year 4, all pupils are expected to confidently recall all multiplication facts up to 12 × 12 and complete the Multiplication Tables Check. To support this, we run after-school clubs dedicated to times tables practice, and every child has access to TT Rockstars in KS2 and in EYFS and KS1 Numbots. Engagement is encouraged through weekly competitions and assessments, celebrating effort and improvement.

Through our approach to teaching mathematics, we ensure that every child feels they belong in the classroom as a learner, is supported to achieve their potential, and is empowered to thrive as a confident mathematician ready for the challenges ahead.

‘MASTERY’ PRINCIPLES

At Brookfield Primary Academy, we value the principles behind the Mastery approach to teaching Mathematics. We quickly identify children who need support to achieve their curriculum objectives and provide high quality teaching.

The depth of learning principles allow children to enjoy a range of investigations, activities and games, which really consolidates their understanding and ensures they are best prepared for their next academic year. In this way, they are applying their understanding and skills in different (and often real-life) contexts.

The 5 Big Ideas - Mastery Maths

Coherence

Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that pupils can do the Mathematics without recourse to the representation

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the pupil: thought about, reasoned with and discussed with others.

Fluency

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.

Variation

Varying the way a concept is initially presented to pupils, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.

CALCULATION POLICY VALUES AND AIMS

Our Calculation Policy outlines not only the progression of written methods, but also the theory and principles behind these methods. This document can be accessed at the bottom of the page.

CPA PRINCIPLE

Brookfield Primary Academy teachers use a range of resources to support children throughout their Mathematics learning, including when learning new content.

We believe in the concrete – pictorial – abstract principle, where children need to use resources to ‘do’ and ‘see’ the Maths, before using images, and then being able to work independently. This does not just happen during children’s early years, but throughout their Maths learning. For example, Upper Key Stage 2 children would use Base10 resources to ‘see’ calculations with decimals before being able to ‘do’ the Maths without them.

Numicon is a key feature of our EYFS and early KS1 children’s Maths learning – it is used in play and in explicit teaching of number facts / early calculation. Dienes are used for Y1 onwards to demonstrate calculation strategies, including those with decimals, and cuisinaire rods are also used, particularly when learning fractions. Tens Frames are used from EYFS and through KS1 to embed the understanding of the value of 10 and number bonds.

Images are also a key feature of our Maths teaching and learning. They support children to understand the Maths (when it is related to real life) and indeed children are encouraged to ‘show’ the Maths by drawing their own images. (Can they draw 3 x 5 to demonstrate an understanding of arrays?) They also invent and solve their own word problems from a range of mathematically rich illustrations.

REASONING AND PROBLEM SOLVING

Being able to talk about Maths, explain what is happening and use it to solve problems is a very important part of Maths at Brookfield. Children are encouraged to talk about their Maths. Problem solving, activities and investigations are a key part of a sequence of Maths lessons. We also use ‘True or False’ statements to encourage pupils to explain their reasoning and deepen their mathematical understanding. These discussions promote oracy and help pupils use mathematical sentence starters to clearly articulate their thinking and justify their answers.

Please click here for the Maths Curriculum Intent

LONG TERM PLANNING

We follow Whte Rose Maths planning.

Please click below to see our Long-Term Planning for each year group.

If you have any questions about how Maths is taught within the school or how to further support your children at home, please do not hesitate to contact Mrs Miller (Maths Lead).