Barnett Wood Infant School


Core Purpose


The aim of our maths curriculum is for every child to have access to the best possible teaching and learning experiences which also takes account of children’s different learning styles. We provide a well organised, mathematically rich and engaging curriculum supported by a range of excellent resources. Pupils will achieve at least, the standards in the National Curriculum and EYFS at the relevant stage. They will also build on their previous knowledge and be able to apply this to a range of problems.


Pupils will learn:

•          To develop a positive attitude towards maths

•          To follow the maths mastery approach to learning.

•          To develop confidence and mental fluency with whole numbers, counting and place value

•          To encourage a confident approach to reasoning mathematically and problem solving

•          To become proficient in the use of a range of measures to describe and compare

•          To handle data with efficiency and understanding

•          To model problems with concrete apparatus

•          To develop the speaking, reading and spelling of mathematical language which children can use


•          To use computing as a tool to enhance learning

•          To help children to become independent learners

•          To give a real life context to learning in Mathematics


The National Curriculum (2014) is at the core of our teaching and learning in Years 1 and 2. Maths planning follows the standards specified in these areas:

  • Number and place value
  • Number  - addition and subtraction
  • Multiplication and division
  • Fractions
  • Measurement
  • Geometry -  properties of shape

                   -  position and direction    

  • Statistics  (Year 2)


In Reception teaching is based on the Early Years Foundation Stage Statutory Framework where mathematics is a specific area of learning.

  • Planning and the enablement of child initiated learning should provide children with opportunities to develop and improve their skills in the following areas:
  • counting
  • understanding and using number
  • calculating simple addition and subtraction problems
  • describe shapes, spaces and measures


Barnett Wood has embarked on the maths mastery approach to teaching and learning of maths. We teach mathematical concepts in blocks as set out in the White Rose long term plans. Fundamental skills are revised, built on and linked to new learning from Reception through to the end of Year Two. The Pearson Power Maths resources are also used throughout the school.


In years 1 and 2, all pupils have a dedicated daily mathematics lesson. Within these lessons there will be a balance between whole-class work, group teaching and individual practise.

A typical lesson will usually be structured to include:

  • Oral work and mental calculations. This will involve whole-class work to rehearse, sharpen, link concepts and develop mental and oral skills.
  • The main teaching and learning activity. This will include teacher input and pupil activities and a balance between whole-class, grouped, paired and individual work. These activities will have a practical element where pupils use manipulatives and a progression to drawings or written maths.
  • Opportunities during the lesson to reason about concepts being taught. This will usually involve work with the whole class but can also be a discussion with individuals to identify progress, address misconceptions, to summarise key facts and ideas, to make links to other learning and discuss next steps. The teacher will use this time as another opportunity to assess learning and provide challenge activities for pupils who are secure in the main objective being taught.
  • The class teacher or learning support assistant will provide support during the lesson for those pupils who need it and provide intervention sessions when necessary.


At Barnett Wood we have a whole school approach to embedding a maths mastery approach to teaching maths. Two teachers are currently part of a sustaining group of schools that support each other in developing maths mastery in their settings.

Teachers are confident in the subject knowledge, ability and learning styles of pupils.

Mathematics contributes to many subjects within the primary curriculum and opportunities are sought to draw mathematical experience from a wide range of activities. This enables pupils to use and apply mathematics in real contexts.

The outdoor area is considered to be a valued learning area and planning includes opportunities for mathematical learning outside as well as inside the classroom, across all year groups.


Teacher assessment

Both formative and summative assessment identifies the needs and progress of each child. Assessments will be used to inform teaching in a continuous cycle of planning, reviewing, teaching and assessment.

Assessment will take place within a lesson to check understanding and give the teacher information which will help to adjust day-to-day lesson plans and for timely intervention. Also in each half-term or at the end of a topic, as appropriate. Records of which are kept using tracking grids that assess for depth and application of learning.

Statutory Assessments will take place at the end of Key Stage 1. Teachers also draw upon class records of attainment against key objectives, supplementary notes and evidence to produce a summative record. Accurate information will then be reported to parents, subject leader and the child’s next teacher.


In Reception, a baseline assessment of knowledge is acquired during the first few weeks in school. Ongoing teacher observations and assessments will be used to build a picture of each child’s learning journey, for any necessary intervention and to inform planning. This information will also be used when considering progress against early learning goals at the end of the year.


Pupils develop an understanding of mathematical concepts taught in each year group and they are able to reason, link and use this knowledge to solve everyday problems. They will be able to use manipulatives, drawings and any formal strategies confidently, to find answers.

Pupils will be able to articulate their ideas and understanding using relevant vocabulary.

Pupils will develop an ‘I can’ attitude to learning mathematics.

Pupil’s books will show a progression in learning and increased independence.

Classes will develop a maths learning wall which reminds pupils of past and present learning and linked ideas.

Next Steps                                                                                              

  1. To embed implementation of ‘Mastery’ teaching approach in Maths through regular & precise CPD and supported by planning & monitoring
  2. To promote a mathematical community at Barnett Wood which includes all involved in pupil learning.
  3. To review the impact of interventions through pupil progress meetings with class teachers.