Curriculum – Mathematics


At Burghfield St. Mary’s, we recognise the importance of fundamental mathematics as a tool for life. Our intention is for the majority of children to enjoy Mathematics and to experience success in the subject, with a developing ability to reason mathematically and solve problems. We believe that the majority of children can succeed in learning mathematics in line with national expectations.

The 2014 National Curriculum for Mathematics aims to ensure that all children:

  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their Mathematics



The mathematics taught at Burghfield St. Mary’s, follows the year group requirements of the 2014 mathematics curriculum and reflects the principles of mastery mathematics based on research into primary mathematics teaching from NCETM.  These principles help to shape how the curriculum is implemented:

  • Teachers reinforce the expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace. They enter the lesson at the same point and work in mixed ability pairs to support and extend their thinking.
  • The learning needs of individual pupils are addressed through careful scaffolding, skilful questioning and appropriate rapid in class feedback, in order to provide necessary support and challenge.
  • Factual knowledge (e.g. number bonds and times tables) procedural knowledge (e.g. formal written methods) and conceptual knowledge (e.g. place value) are taught in a fully integrated way, with an awareness of the need for concrete, pictorial and abstract fluency. We am to build a deeper understanding of key underlying mathematical concepts.
  • Sufficient time is spent on key concepts to ensure learning is developed before moving on. Units of mathematics and lesson content are carefully sequenced following recommendations from White Rose and adapted according to our children, in order to develop a conceptual pathway through the mathematics.
  • The reasoning behind mathematical processes is emphasised. Teacher / pupil interaction explores how answers were obtained and why the method / strategy worked. Correct mathematical language is encouraged.



Burghfield St. Mary’s mastery approach to mathematics ensures that all children experience a sense of success and achievement.  We support the children in developing their collaborative and independent skills, as well as the confidence to think about and communicate mathematical ideas and concepts.  Regular and ongoing assessment within lessons informs teaching, with adults regularly checking pupils’ knowledge and understanding and intervening accordingly, to support and enable the success of each child. Gaps in pupils’ knowledge and understanding are quickly identified and addressed through in-class questioning, observations and subsequent support. Continual assessments are maintained through the detailed use of mark books and pupils’ target cards. Teachers discuss their mathematics teaching regularly with colleagues, sharing teaching ideas and classroom experiences and working together to improve their practice. This is supported by a commitment to whole school professional development through the attendance at various mastery courses. These factors ensure that we are able to maintain high standards in mathematics across the school.