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Bilton Grange offers a high-quality mathematics education to provide a foundation for understanding the world; the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

We follow the core aims of the national curriculum for mathematics:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Our approach is based on the principles of the mastery teaching model.

Representation and Structure: careful consideration is given to the concrete and visual resources the school uses to help children understand more abstract concepts in mathematics. This is identified on planning documents. Topics are sequenced to ensure children build their knowledge sequentially over time.

Variation: the sequencing of mathematical knowledge is carefully planned for to ensure that children can build upon previous knowledge and use their understanding to support future learning. Activities are carefully planned to provide children with small, sequential learning steps.

Fluency: the school provides frequent opportunities for quick recall of number and table facts. Careful questioning deepens understanding to enable children to identify the links between mathematical concepts. Teachers follow the school’s calculation policy to ensure that children have clear methods for calculation and can use them to solve a variety of problems.

Mathematical Thinking: reasoning and problem solving is embedded in the maths curriculum. Opportunities to reason and problem solve mathematically are provided for each ability group and on a frequent basis. Principles of dialogic talk are used to develop rich mathematical talk using a wide range of mathematical vocabulary.


Maths concepts are organised into topics taken from the national curriculum. We have our own bespoke long term plan which sets out the learning sequence for each topic. Careful consideration has been given to the order of the topics to ensure children build upon previous learning. In addition to this, our maths curriculum grid sets out the objectives, again taken from the National Curriculum, and vocabulary to be used for each topic. Some objectives have been moved to fit the context of our school and the learning sequence. Medium term planning provides teachers with greater detail of the maths topic to be taught. It outlines the teaching sequence within the topic. Short term planning aims to identify the precise learning steps and activities that will enable children to meet the learning objective. It will include learning/knowledge sentences to identify key knowledge and the precise learning steps needed for that objective. All key stages use a similar planning format to enable a consistent approach to planning. Mathematical vocabulary and opportunities for dialogic talk is carefully planned for to ensure children develop a rich mathematical language to help them justify, argue or prove their thoughts. In Key Stage 2, children receive learning slips providing opportunities for both self-reflection and to recall key knowledge. The school has a clear and comprehensive calculation learning sequence for all four operations. It identifies where each key stage learning sequence starts and ends, therefore providing a seamless thread of learning for children as they progress through school.

We do not use a specific scheme, instead the school uses a variety of resources to support children’s learning. Concrete resources such as Numicon, dienes apparatus, beads and cubes; visual resources such as number lines, base ten grids and part-part-whole models provide a scaffold for learning abstract concepts. The school uses resources from Maths No Problem, White Rose Maths, The NCETM, NRICH and Headstart to support planning and activities.

Children are taught in mixed ability classes. Due the mixed nature of our cohorts- mixed year groups, high proportions of children with SEND and those from disadvantaged groups for example- our maths provision is differentiated with the aim of providing activities that meet the needs of the individual child. In Key Stage 1, classes are arranged slightly differently. Children are placed into three groups: low/middle attaining Year 1; middle and high attaining Year 1/low attaining Year 2; middle and high attaining Year 2. This is to ensure children have a solid foundation of mathematical understanding by the time they reach Year 3. Across the school, children carry out prelearning activities at the beginning of each topic to establish where their strengths and weaknesses lie. Teachers undertake an analysis of this assessment so that activities can match individual need. Children may be placed into groups for a specific unit in which similar work will be given. In EYFS children are placed in ability groups during adult-focussed sessions based on end of half-termly assessments and their September baseline.

Children are tracked carefully throughout the year. Key assessment points occur at the end of each term and children are tracked against their starting points at the beginning of the key stage they are in. Children who are working below their expected progress are often supported with weekly maths interventions. AfL strategies are used throughout the lesson to supporting learning and in addressing misconceptions. Same-Day-Interventions are often used to: consolidate new learning, practice key skills, develop existing knowledge, provide further challenge. For children who are working above their expected progress and at or above age-related expectations, they are provided with activities that deepen their understanding before moving onto new content.

We recognise that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. We ensure that pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We provide opportunities for children to develop their mathematical understanding in other subjects across the curriculum, particularly in EYFS and Key Stage 1 where maths objectives are planned for in the foundation subjects.


Teachers meet regularly to assess the impact of their teaching. The lesson study approach is used to assess and improve teaching both within teams and across the school. Each key stage carries out monthly pupil progress meetings to discuss the progress of individual children. Termly analysis of assessment information helps teachers analyse the impact of their teaching; the impact of any interventions that have taken place and the attainment of progress of all groups of learners.

Curriculum Sequence Provision Map Bee
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