Maths

‘’One of the pleasures of looking at the world through mathematical eyes is that you see certain patterns that would otherwise be hidden’’ - Steven Strogatz

Mathematics plays an important role in everyday life. Children use maths when they tell the time, handle money, measure, solve problems, and make sense of the world around them. Strong maths skills support learning across the curriculum and are essential for future education and employment.

At our school, we want children to enjoy maths and feel confident using it. Through our core values, we encourage curiosity, resilience, and a positive attitude so children see maths as something they can explore and succeed in.

Our curriculum is carefully planned to be balanced and progressive. Learning builds step by step so children develop understanding, secure recall, fluency, and the ability to reason and explain their thinking. We make clear links between maths, other subjects, and real-life situations so learning feels meaningful.

By the time children leave us, they are confident problem solvers who are well prepared for the challenges of secondary school and beyond.

Curriculum Pathway

Below is our Maths Curriculum Pathway. Please click the image for a downloadable version.

Long Term Plans

Our long-term maths plans follow a clear, cyclical approach. We revisit key learning across the year so children have regular opportunities to practise, apply, and build on what they already know. This planned repetition helps children remember important ideas, make secure connections, and deepen their understanding step by step.

As concepts are revisited in different contexts, children become more confident and accurate in their learning. This approach helps them know more, remember more, and feel well prepared for the next stage of their education.

Calculation Policy

At our school, we follow a clear and consistent calculation policy so every child can succeed in mathematics. Teaching is based on the Concrete, Pictorial, Abstract approach. Children begin by using practical resources such as counters and cubes. This helps them explore ideas and build understanding through hands-on learning.

As confidence grows, children move on to drawings, diagrams, and bar models so they can see the maths they are working on. When understanding is secure, they then use numbers and symbols with confidence. This step-by-step approach builds accuracy, confidence, and strong calculation skills, allowing children to make progress at a pace that is right for them.

The calculation progression for each year group is clearly set out in our long-term and medium-term maths plans.

Times Tables

Learning times tables provides a strong foundation for success in mathematics. Secure recall helps children work more quickly, accurately, and with confidence. At our school, we use a clear times tables planner to support progression from Key Stage 1 through to Year 4.

Teaching breaks down times table facts into manageable steps so children build fluency gradually and securely. Regular practice and revisiting help facts become automatic. By the end of Year 4, pupils have the knowledge they need to tackle more complex calculations with confidence.

The times tables and calculation progression for each year group is clearly set out in our long-term and medium-term maths plans.

Mathematical Vocabulary and Oracy

Strong mathematical vocabulary sits at the heart of successful learning in maths. At Bitterne Church of England Primary School, we introduce and develop mathematical language in a clear and progressive way. This helps children understand concepts, explain their thinking, and reason with confidence.

We place high value on oracy in maths. Children talk about their methods, justify their answers, and listen carefully to others. Sentence stems and stem sentences are used consistently to support this talk. They help children structure responses, use precise vocabulary, and explain their reasoning clearly and accurately.

Vocabulary progression is set out in the Mathematical Vocabulary Progression from Year R to Year 6. This supports teaching across EYFS, KS1, and KS2 and aligns with our long-term and medium-term maths overviews. It identifies where vocabulary is explicitly taught in each year group. Key language is revisited in later years so children consolidate understanding, retain knowledge, and use mathematical terms accurately and confidently over time.