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Barming Pre-School and Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Barming Pre-School and Primary School

Be Kind, Be Safe, Be Responsible And Make Good Choices

Welcome to Term 5 - Monday 15th April to Friday 24th May!
Welcome to Barming Pre-School and Primary School
We are a 2 form entry primary school on the outskirts of Maidstone. It is a co-educational school for children aged 2 to 11 years old. There are currently 416 children on roll.
A Message from the Headteacher
Barming Primary School has so much to offer. Everyone is welcome and children are encouraged to flourish and achieve their goals. Come and find out what we are all about!
Orchard Academy Trust
Barming Primary School is an Academy and is part of the Orchard Trust family of schools. The Trust currently consists of Allington Primary School and Barming Primary School.


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


Mathematics Vision at Barming Primary School:


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.

Taking our Maths learning outside!


Maths doesn't have to be dull or confined to indoors. The outdoor area often offers opportunities for children to explore mark making in ways that are less threatening and more appealing than indoors. Consider chalks on paving slabs, water and brushes, sticks, pebbles and even mud! These methods offer purpose and can attract children who avoid pencil and paper activities.


At Barming Primary School, we pride ourselves in planning for creative learning opportunities and ways to get children using their mathematical skills in the fresh air amongst nature.


The following photographs show: Maths learning outside and how links can be made to the Autumn season. Children drew manipulatives on the playground with chalks, completed treasure hunts to support times tables learning and used natural resources to demonstrate their understanding.

WOW what a fantastic day rockstars and robots! 

Thank you to everyone who joined in with such enthusiasm!

Please use this launch day to remind your child to log onto Timestables Rockstars or Numbots a few times a week at home. The children had great fun playing the educational games today. 

Here are a few staff photos.....

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. 

Our Maths Leader is Mrs L Robinson 


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

NSPCC Number Day 2023

We use lots of resources when working in Maths to show our understanding in different ways.

Fundamental Idea

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Dr Yeap talks about one of the fundamental ideas in mathematics: that items can only be counted, added, and subtracted if they have the same nouns. He uses a simple example with concrete objects, chocolates and glue sticks to illustrate the point and then shows how it relates to column addition and the addition of fractions.

Number Bonds

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Dr. Yeap explains how young children can use concrete materials and later use pictorial representations as number bonds. Number bonds represent how numbers can be split up into their component parts. Children can explore number bonds using a variety of concrete materials, such as counters with containers and ten frames or with symbols.


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Dr. Yeap explains how standard column subtraction can be taught meaningfully by using children's knowledge of number bonds. Once children can explain how numbers can be split into their component parts, they can adapt their understanding to the conventional column subtraction method.

Mental Calculations

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Dr. Yeap discusses how children can develop an ability to calculate the four operations (addition, subtraction, multiplication and division) in their heads without the use of paper and pencil or calculators.


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Dr. Yeap discusses how children can learn their times tables meaningfully by using visualisation and other strategies.

Long Division

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Dr Yeap discusses how children can learn to do long division meaningfully by first using concrete apparatus, such as base-10 materials, to perform the operations. They can then explore how this idea is represented in the long division algorithm.

Bar Model

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Dr. Yeap discusses how diagrams can be used to represent a situation in a problem: such as rectangles representing (unknown) quantities. This method of visualising problems is known as the bar model.
  • Barming Pre-School and Primary School,
  • Belmont Close, Barming,
  • Maidstone, Kent,
  • ME16 9DY
  • 01622 726472