“Mathematics can be terrific fun; knowing that you can enjoy it is psychologically and intellectually empowering.” (Watson, 2006)

Mathematics Vision at Barming Primary School:

The latest Curriculum has brought many changes to the Mathematics teaching and learning at Barming Primary School.

We recognise that the new curriculum is more challenging and we embrace this, in order to give our children the best possible Mathematics education and foundations of the subject that they will continue to learn at secondary school.

The major difference with the new curriculum is that once children have ‘mastered’ a concept, they are then challenged through rich and sophisticated investigations before any acceleration to new content. Children of all ages and abilities will be using a range of stimulating resources and apparatus (manipulatives) alongside written methods to help improve their understanding of different concepts. Classes in the same year group will be working on the same topic, so that all children receive the same curriculum coverage. We are using Maths Schemes taken from "White Rose Hub" and the Focus Education Objectives to support the mastery curriculum with an emphasis on deep conceptual understanding and problem solving.

At Barming, we want all children, no matter what ability, to enjoy learning maths, to make links between maths and other subjects, to be challenged and to be able to apply their Mathematical knowledge to real life situations. We will strive to ensure that all children enjoy, achieve and succeed during their time with us.

What happens in our Maths lessons?

At Barming Primary School, ‘mastery approaches’ to teaching Maths are used to ensure deep, long-term, secure and adaptable understanding of the subject. We believe that mastery of Maths is a tool for life and teachers reinforce an expectation that all pupils are capable of achieving high standards in Mathematics. The focus is on the development of deep structural knowledge and the ability to make connections. Making connections in Mathematics deepens knowledge of concepts and procedures, ensures what is learnt is sustained over time, and cuts down the time required to assimilate and master later concepts and techniques. 

Our pupils are taught in small, carefully sequenced steps that must be mastered before they move to the next stage. Teachers are clear that their role is to teach in a precise way which makes it possible for all pupils to engage successfully with tasks at the expected level of challenge. Concepts are often explored together to make Mathematical relationships explicit and strengthen pupils’ understanding of Mathematical connectivity. Precise questioning during lessons ensures that our pupils develop fluent technical proficiency and think deeply about the underpinning Mathematical concepts. There is no prioritisation between technical proficiency and conceptual understanding; in our classrooms these two key aspects of mathematical learning are developed in parallel.

The Curriculum:

The National Curriculum for Mathematics (2014) aims for pupils to:

• become fluent in the fundamentals of Mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
• reason Mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using Mathematical language.
•  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. 

Mrs Robinson - Maths Leader

“Without Mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.”  Shakuntala Devi.