Impact 

At Burleyfields Primary School, the impact of our mathematics curriculum is reflected in pupils’ achievement, understanding and attitudes towards learning: 

• Most pupils meet end-of-year expectations, and assessment identifies those who need further support or challenge. 

• Pupils build secure mathematical knowledge and increasingly apply it independently to unfamiliar and more complex problems. 

• Pupils reason with growing confidence and accuracy, using mathematical vocabulary to explain their methods and justify their answers. 

• Pupils make connections between concepts and select appropriate resources and strategies to support their thinking. 

• Pupils develop resilience, persevere when faced with challenges and become increasingly independent learners. 

• Pupils enjoy mathematics, take pride in their progress and have opportunities to experience success. 

Intent 

At Burleyfields Primary School, we aim to develop confident, capable mathematicians who enjoy learning and recognise the value of mathematics in everyday life. Our curriculum enables pupils to: 

• Become fluent in the fundamentals of mathematics, recalling and applying knowledge accurately and efficiently. 

• Develop a secure conceptual understanding, making connections between mathematical ideas and building on prior learning. 

• Reason mathematically, explaining and justifying their thinking using appropriate mathematical vocabulary. 

• Apply their knowledge to a range of increasingly complex problems, selecting suitable strategies and working systematically. 

• Develop resilience and independence, approaching challenges with confidence and viewing mistakes as opportunities to learn. 

Implementation 

• We use the White Rose Maths and NCETM Mastery Maths curriculum to provide a carefully sequenced approach, ensuring continuity, progression and full curriculum coverage across the school. 

• A mastery approach supports pupils to develop secure understanding. Carefully planned questioning and challenge deepen mathematical thinking. 

• Daily mathematics lessons include fluency, reasoning and problem solving. Teachers model strategies clearly and provide opportunities for pupils to practise, discuss and apply their learning. 

• Regular review of previous learning helps pupils retain key knowledge and skills, strengthen foundations and make connections to new concepts. 

• Concrete resources and pictorial representations support conceptual understanding and help pupils move confidently towards abstract thinking. Teachers explicitly model how these resources represent mathematical ideas. 

• Assessment for learning informs teaching throughout each lesson, enabling staff to identify misconceptions and respond promptly to individual needs. 

• Pre-teaching takes place three times a week to prepare pupils for upcoming learning and help them keep up with the curriculum. 

• Termly assessments and regular pupil progress meetings, supported by tracking on DC Pro, help teachers evaluate progress and plan targeted support. 

Inclusion 

Teaching is adapted to support all pupils, including those with special educational needs and disabilities (SEND), disadvantaged pupils and those who need additional practice. Concrete resources, pictorial representations, carefully planned scaffolding and pre-teaching help pupils access mathematical concepts. Questioning and challenge deepen understanding, while ongoing assessment informs the support needed.