"Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.”

Shakuntala Devi

Our vision for mathematics:

At Bedford Primary School, we aim to foster an engaging and accessible mathematics curriculum that ensures every child experiences a rich, deep and enjoyable journey through maths. Our teaching is designed to meet the statutory requirements of the National Curriculum while developing confident, competent and enthusiastic mathematicians.

We believe that a high quality mathematics education is essential.  Our maths curriculum aims to develop children's ability to calculate, reason, problem solve and have a good understanding of the basic fundamentals in every year group. 

The skills of a great student of mathematics:

• Curiosity to make mathematical statements and investigate them 
• The ability to reason about mathematics 
• Have a good understanding of all the different concrete materials and 'choose to use' them to help with independent work
• A good understanding of the correct mathematical vocabulary correctly and the ability to use it effectively to explain ideas, thinking and solutions
• Resilience to be able to see the challenge of overcoming mistakes as important and exciting steps to learning and discovery
• Perseverance in finding an answer by trying different strategies until the correct answer is found
• Fluency in number bonds and times tables 
• The ability to make links and apply basic maths skills to all areas of the curriculum and beyo

Our mathematics curriculum: 

The National Curriculum (2014) provides the long-term framework for mathematics teaching at Bedford Primary. We use our bespoke small steps guidance, adapted from a range of sources, to ensure our curriculum best meets the needs of our learners.

Mathematics teaching is structured around six key areas of study:

• Number – including place value, the four operations, fractions, decimals, and percentages
• Ratio and Proportion
• Algebra
• Measurement
• Geometry
• Statistics

Class teachers plan using the small steps guidance, applying professional judgement in the sequence and pace of lessons. Flexibility is built into our approach, allowing teachers to adapt planning in response to pupils’ needs while ensuring full curriculum coverage by the end of each academic year.

Fluency, Reasoning and Problem Solving:

Reasoning and sense making are the foundation of mathematical competence and proficiency, and their absence leads to failure and disengagement in mathematics instruction

At Bedford, we ensure that the three main aims of the National curriculum - fluency, reasoning and problem solving - are included and intertwined through each unit of work linked to a strand of Mathematics.  The three aims are taught explicitly and the use of STEM sentence frames in every lesson supports children in proving and explaining their reasoning and problem solving skills.  This will allow our learners to think mathematically, work independently and explain mathematical processes in depth, therefore providing deep and purposeful mathematical learning.     

Concrete Resources:

Manipulatives are a key component in the teacher’s toolkit, allowing the structure of the mathematics to be uncovered and hence understood more deeply by the children.

To support our children's learning, we introduce concepts by giving pupils the opportunity to build on their abilities by following the concrete, pictorial, abstract approach. 

We aim to produce learners who are confident in using a range of concrete resources that are provided by examples given to them by their teachers but also independent learners who are able to select their own choice of equipment to support their learning. 

Each classroom has 'choose to use' boxes on every table full of mathematical equipment such as numicon, dienes, place value counters, cubes, counters, 10 frames, dice etc which children have free access to.

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Vocabulary: 

Vocabulary can especially support lower attainers, enabling them to build confidence, communicate and problem solve so should be an integral part of every mathematics lesson.

At Bedford, mathematical vocabulary is at the heart of every lesson. Key vocabulary is explicitly taught, revisited and displayed on classroom maths working walls. This focus helps pupils develop a deep understanding of mathematical terms and the confidence to use them accurately when explaining their reasoning.

The use of STEM sentence frames in lessons supports pupils in articulating their thinking and reasoning. This approach ensures that learners not only develop mathematical fluency but also the ability to think deeply, explain processes clearly and work independently.

Variation:

We provide our pupils with a varied mathematical diet.  We always ensure that key concepts are presented in different ways in order to deepen understanding and allow pupils to become independent learners who will be able to think about key mathematical ideas in a number of different ways.  

Home learning

Knowing the times table is extremely important. 

To help children recall these facts we have subscribed to Times Tables Rock Stars. 

Usernames and passwords are the same for Times Tables Rock Stars and Numbots.  

To help working on number bonds and different counting strategies, we have subscribed to Numbots. 

Usernames and passwords are the same for Times Tables Rockstars and Numbots. 

We recommend:

• EYFS and year 1 to use Numbots 
• Year 2 and 3 to start with Numbots and then move onto TTRS
• Years 4, 5 and 6 to use TTRS. 

Parental support:

Completing simple Maths at home can really help children to flourish and make progress in school.  Activities such as baking and cooking are great for incorporating maths skills and teaching children real life skills.  Click the document below to look at the main objectives you can support with at home for each year group.  In KS1 the most important things to focus on are knowing number bonds to 10 and 20 off by heart and telling the time to o'clock and half past.  In KS2 the most important things to focus on are knowing multiplication and division facts up to 12 x 12 off by heart and telling the time to the nearest minute.