Being a Mathematician

At Bramford CEVC Primary School, we follow the National Curriculum alongside the Mathematics Mastery Approach to teach Mathematics. We use the White Rose Maths Hub schemes of work along with varied planning materials in order to deliver high quality maths lessons and deepen children's understanding of Maths.

We challenge our pupils to use what they have learnt (fluency) in order to solve problems. We believe it is important for children to be able not only to find the answers to problems but also to be able to explain the reasoning behind their lines of enquiry using accurate mathematical vocabulary.

Our teaching is richly supported by the use of pictorial and concrete resources, before moving to the abstract.

Recognising their importance in all areas of mathematics, we place a strong emphasis on arithmetic. For example learning key number facts, multiplication facts and related division facts through our ‘Times Table Mountain’ approach.

The large majority of pupils progress through the curriculum content at the same pace with a focus on deepening understanding.  We ensure that any gaps in skills, knowledge or understanding are addressed so that children catch up quickly within class.

We understand the importance of developing the children’s metacognition within maths – ‘thinking about thinking’ - giving them the ability to reflect and critically analyse their own mathematical thinking. Teachers use the strategy of ‘I do, We do, Pair do, Solo’ within their maths teaching to model this and gradually release the responsibility for their learning to the pupils, in pairs and then individually.