Maths at Belmont Community Primary School

Our Vision for Maths

At Belmont Community Primary School, we aim to foster a love of maths that will stay with our children throughout their lives. We are committed to ensuring that all pupils become confident, capable mathematicians who are able to think critically, articulate their reasoning and solve problems effectively.

Our maths curriculum is designed in line with the National Curriculum so that all children:

• become fluent in the fundamentals of maths
• reason mathematically using appropriate mathematical language
• solve problems by applying their knowledge to a range of contexts

We believe that all children can succeed in maths. Through a carefully sequenced curriculum, concepts are introduced in small, manageable steps and built upon over time, enabling pupils to develop secure understanding and make sustained progress from their individual starting points.

How We Teach Maths

At Belmont, we follow the White Rose Maths scheme, which is underpinned by a mastery approach to teaching and learning. This supports children in developing a deep and secure understanding of mathematical concepts through a carefully structured progression from EYFS to Year 6.

Our curriculum is organised into small steps, allowing children to build on prior knowledge, make connections between concepts and deepen their understanding over time. Key areas of learning include number, calculation, fractions, geometry, measurement and statistics, which are revisited and developed across each year group.

Teaching follows a Concrete–Pictorial–Abstract (CPA) approach, enabling children to explore concepts through practical resources, visual representations and abstract methods. Mathematical talk is central to our lessons, with a strong emphasis on the use of precise Tier 3 mathematical vocabulary.

A typical maths lesson at Belmont begins with an opportunity for children to respond to marking and feedback from previous learning. This is followed by a carefully planned recap and recall activity, such as a Flashback Four or NCETM Mastering Number session, to strengthen retention and fluency.

New learning is introduced through clear teacher modelling, supported by a range of strategies including whiteboard work, partner discussion and practical activities. Children are encouraged to explain their thinking, justify their answers and engage in purposeful mathematical discussion.

Once children are ready, they move on to independent work, which is carefully adapted from White Rose materials to meet the needs of the class. Tasks are designed to provide both support and challenge, ensuring that all children can access the learning while also deepening their understanding. Additional challenge is available for those ready to explore concepts at greater depth.

Throughout lessons, teachers and support staff use ongoing formative assessment to monitor understanding. This may include questioning, observation, discussion and reviewing children’s work. Teaching is responsive, with support provided through flexible grouping, targeted intervention, additional manipulatives or pre-teaching where appropriate.

Assessment information is used to identify gaps in learning and inform next steps. Targeted support is provided through small group work, including PiXL interventions and pre-teaching sessions. These groups are flexible and regularly reviewed to ensure that all pupils are supported to make progress.

What Children Achieve in Maths

Our maths curriculum supports children in developing confidence, fluency and understanding as they move through the school.

Children at Belmont:

• are developing fluency in key mathematical skills, including number bonds in Key Stage 1 and times tables in Key Stage 2
• are increasingly able to explain their reasoning and use appropriate mathematical vocabulary
• can apply their knowledge to solve problems and make connections across different areas of maths
• demonstrate growing confidence, resilience and independence in their learning

We use a range of assessment information, including statutory assessments such as the Multiplication Tables Check in Year 4 and Key Stage 2 SATs, alongside ongoing teacher assessment, to evaluate how well our curriculum is supporting pupils.

This information helps us to identify strengths and areas for development, particularly in relation to pupils’ fluency and recall of key facts. As a result, we continue to strengthen our approach to number and times tables through additional practice, targeted support and carefully planned interventions.

Our focus is on ensuring that all pupils build secure foundations in maths so that they are well-prepared for the next stage of their education. We are committed to continually reviewing and refining our maths provision to improve outcomes and enable every child to achieve their full potential.