Head Teacher: Helen Kershaw | Deputy Headteacher/SENDCO: Sarah Nicholls | Email Us | Tel: 01282 429 419 | Address: Tabor Street, Burnley, Lancashire, BB12 0HL


Purpose of study

Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides 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.



The national curriculum for mathematics aims to ensure that all pupils:

  • 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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.


Teaching & Learning in Mathematics

Using the Programmes of Study from the National Curriculum and the EYFS Framework it is our aim to develop: 

  • A confident and positive attitude towards all aspects of mathematics

  • The ability to communicate mathematics

  • Competence and confidence in mathematical knowledge

  • An ability to solve problems, to reason and think logically and to work with accuracy in a systematic manner

  • An ability to work both independently and in cooperation with others

  • An ability to use and apply mathematics in a cross curricular manner

  • An understanding of mathematics through a process of enquiry and experiment


Through careful and appropriate planning and preparation we aim to ensure that throughout the school children are provided with opportunities to work with:

  • Practical activities and mathematical games

  • Problem solving in both group and individual activities

  • Open and closed tasks

  • A full range of methods of calculations (mental, written and oral)

  • Computer programs as a mathematical tool during both taught Computing sessions, using classroom interactive screens and on classroom PCs as appropriate


The Scheme of Work

Long, medium and short term planning is based on the Programmes of Study and learning objectives found in the National Curriculum and EYFS Framework.  Planning will be differentiated at an appropriate level to meet the needs of all of the children.  Although the majority of pupils will move through the programmes of study at broadly the same pace, decisions about when to progress will always be based on the security of pupils’ understanding and their readiness to progress to the next stage.


Teachers are required to keep pertinent, up to date information about pupils’ attainment in mathematics. Ongoing judgements are made against the relevant National Curriculum objectives in daily mathematics lessons. These assessments can be based on observations; by orally questioning the children; or by marking written work. Marking will be undertaken in line with the relevant school policy and will include, where appropriate, an indication of the next steps needed for the child’s mathematical development. A short amount of time will also be set aside for the children to respond to the teacher’s comments. 

This information will be used to inform the teacher’s planning for the next steps in the learning of individual children and provide accurate National Curriculum levels in the different areas of mathematics.

At the end of each half-term, a snapshot judgement is then made by class teachers regarding each child’s overall level of attainment in mathematics. This assessment data is used to track the progress made by each child as they move through the school. This information is also reported to and monitored by the mathematics subject leader, the senior leadership team and the school governors.

At the end of each academic year, assessment information will be passed on to the next class teacher or to the next school if a pupil moves school. All information gathered will also be used to inform parents of their child’s progress and targets at both parents’ evenings and in written reports in the Spring and Summer Terms.

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