Mathematics Curriculum

Our Vision

We believe that the children of Blakesley Hall Primary School should experience outstanding maths that provides them with a secure foundation upon which to build their future learning. We firmly believe that maths should be fun, challenging and stimulating so that it ignites a passion that will propel the children to become life-long, curious and motivated learners of Maths.

Rationale for Maths No Problem

Children must experience maths that engages, challenges and deepens their understanding of mathematics, throughout their learning at Blakesley Hall Primary School. We believe that the 'Maths No Problem' scheme provides the children with a consistent and progressive approach to the teaching of mathematics. Therefore, the children can effectively develop their mathematical skills, in particular their reasoning skills, since the scheme provides a mastery curriculum.

Furthermore, the scheme develops and supports the teacher’s role as a facilitator of maths and provides pedagogical support through the planning and the on-line tutorials available. This enables teachers to take ownership /self- evaluate their needs and allows for continuing CPD throughout the year rather than specifically via an Inset.

The Maths No Problem Lesson Approach

The format of each lesson is broken down as follows:

  1. The Anchor Task - A contextualised problem to engage and promote discussion amongst the children so that strategies can be shared and evaluated. The emphasis at this stage is to promote discussion, evaluation and reasoning. The role of the teacher is to facilitate discussion, scaffolding strategies through their questioning and refinement of answers as required. Children must be provided with manipulatives to support them in every lesson. This part should take approximately 20 minutes of the lesson.
  2. Guided Practice - Once strategies have been shared and the task is clear to the children, the children complete questions on whiteboards with their partners. Meanwhile, the teacher makes an assessment of learning via observations, listening to discussions and questioning as required. At this stage the children should be confident with the task and progress to the independent task. However, some children may still need further reinforcement and so should not progress on to the independent task unless they are able to complete the guided practice independently. Equally, some children may demonstrate a sound understanding and so should proceed to the independent task quickly.
  3. Independent Task – This needs to be completed without support. Teachers must ensure that the tasks match the needs of the children and so must provide challenge to deepen thinking for those children that are capable. Furthermore, extension tasks (i.e. investigations or maths challenges) must be available to the children once the independent task has been completed.

Mathematics at our school is inclusive and enables all children to make progress. Assessment for and of learning is constantly used to ensure that gaps are identified and addressed so that all children fill their true potential.

Written Calculation Policies

Here are the calculation policies for every year group to show what methods we teach:

The documents above are in pdf format.