Mathematics is essential for everyday life and understanding the world around us. At BCS we strive to develop pupils’ natural ability to think logically, solve puzzles and real-life problems. Our goal is for students to experience the beauty, power, and enjoyment of mathematics, cultivating a sense of curiosity and a clear understanding of the subject. 

We believe that all children benefit from a deep and thorough understanding of mathematical concepts. At BCSl, pupils are given ample time to investigate and explore new mathematical ideas rather than rushing through topics. By allowing children to delve deeper into key concepts, they develop a more comprehensive grasp of the material, becoming flexible and independent mathematicians. Our approach encourages students to truly master content, applying their knowledge creatively and in various ways.

Our Aims for Pupils

We aim for all pupils to:

• Become Fluent in the Fundamentals: Master the essential skills and concepts of mathematics.

• Solve Problems: Effectively apply their mathematical knowledge to solve a variety of problems.

• Reason Mathematically: Develop logical reasoning skills to support their understanding and application of mathematical concepts.

• By fostering a rich mathematical environment, we ensure that every child can thrive in their learning journey, gaining confidence and competence in mathematics.

The implementation of our mathematics curriculum at Bowdon Church School is centred around a structured and systematic approach, ensuring that all students have the opportunity to master mathematical concepts effectively. 

Below are the key elements of our implementation strategy:

1.  Use of the White Rose Scheme of Learning

Unit Planning: Teachers plan lessons based on the White Rose Scheme, which outlines specific units and learning objectives. This structured framework helps ensure that all aspects of the National Curriculum are covered.

Small Steps Approach: Each unit is broken down into small, manageable steps, allowing students to build on their prior knowledge and progress at an appropriate pace. This approach supports differentiation, ensuring that all learners can engage with the material at their level.

2.  Supplementary Resources

Whilst we use the White Rose scheme for the sequence of learning objectives, to deliver these objectives we make use of a wide range of published schemes and resources. By not solely relying on the resources of one scheme, it enables us to choose the most appropriate activity for our children. These resources come from a wide range of high quality sources including the National Centre for Excellence in the Teaching of Mathematics (NCETM), White Rose, Target Your Maths, I see reasoning and Nrich.

• Real-Life Contextualisation: Learning is contextualised through real-life scenarios and problem-solving tasks, allowing students to see the relevance of mathematics in their everyday lives.

3. Structured Daily Lessons

• Daily Mathematics Sessions: Each class engages in daily mathematics lessons, focusing on fluency, reasoning, and problem-solving. 

• Mental Arithmetic: From the summer term of Year 1, one of the daily maths lessons focuses on Mental Arithmetic, using Schofield and Sims mental arithmetic books. Children move through these books at their own pace. Each page features a wide range of mathematical topics which helps develop the children’s fluency in moving between different operations. 

• Retrieval element: Each maths lesson begins with a retrieval element where children will be expected to recall prior learning. 

• Key Instant Recall Facts (KIRFS): Each year group has specific Key Instant Recall Facts which they focus on each half term. These Key Instant Recall facts are shared with parents and children are encouraged to work on these at home to help develop their speed and confidence in their mathematical skills.

3. Integration of the Mastering Number Programme

• Foundation Building: In Reception and Key Stage 1, the Mastering Number programme (run by Maths Hubs across England and coordinated by the NCETM) is integrated into daily lessons. This programme has been proven to develop solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children.

4. Concrete, Pictorial and Abstract approach.

At BCS we use the concrete, pictorial and abstract (CPA) approach to deliver maths lessons. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. Learners begin with the concrete “doing” stage, using concrete objects to model problems before moving on to Pictorial, where visual representations of concrete objects are used to model problems. Finally children will enter the abstract stage where children use abstract symbols to model problems. 

5. Professional Development and Collaboration

• Teacher Training: Staff receive ongoing professional development in the Teaching for Mastery approach and effective mathematics instruction. This training ensures that teachers are equipped with the latest pedagogical strategies to support student learning.

• Collaboration and Sharing Best Practices: Teachers collaborate regularly to share insights, strategies, and resources, promoting a culture of continuous improvement and high standards in mathematics teaching.

6. Assessment and Feedback

• Formative Assessment: Teachers use a variety of formative assessment techniques, including observations, low-stakes quizzes, and class discussions, to gauge student understanding and inform their instruction.

• Summative Assessments: At the end of each unit, students participate in summative assessments to evaluate their mastery of the content. The results help identify areas for improvement and inform future planning.

• Tracking Progress: Insight tracking systems are utilised to monitor individual and group progress over time, ensuring that all students are meeting their learning objectives.

• Assessment and Progress Tracking: Teachers monitor student progress through regular assessments and adapt their instruction based on individual needs, ensuring that every child keeps pace with their learning.

7. Parent and Community Engagement

• Communication with Parents: We maintain open lines of communication with parents regarding their children's progress in mathematics. We encourage parents to engage in their child’s learning through homework and additional resources provided.

 

The impact of the Maths curriculum at BCS is continually monitored in order to ensure effectiveness in the teaching. 

We are committed to ensuring that by the end of Key Stage 2, children are not only fluent in the fundamentals of mathematics but also possess a deep conceptual understanding. 

The impact of our mathematics education can be assessed through the following key outcomes:

1. Fluency and Conceptual Understanding

• Skill Mastery: Students will demonstrate fluency in basic arithmetic operations, enabling them to tackle mathematical problems with ease. They will be able to apply their knowledge to a range of contexts, including real-life scenarios.

• Conceptual Insights: Through engaging with a variety of mathematical concepts, children will develop a robust understanding that allows them to make connections between different areas of mathematics.

2. Problem-Solving Skills

• Application of Knowledge: By the end of KS2, students can confidently apply their mathematical skills to solve problems both inside and outside the classroom. 

• Increasing Sophistication: Students will engage in increasingly sophisticated problem-solving tasks, demonstrating their ability to approach challenges with critical thinking and creativity.

3. Mathematical Reasoning

• Reasoning and Justification: Children will be able to reason mathematically, following lines of enquiry to develop and present justifications, arguments, or proofs using appropriate mathematical language.

• Collaborative Learning: Through discussions with learning partners and participation in deeper level questioning, students will refine their reasoning skills and learn to articulate their thought processes.

4. Assessment and Evaluation

To gauge the effectiveness of our mathematics curriculum and the progress of our students, we utilise a range of assessment tools:

• NTS Tests: Conducted twice a year, these assessments provide a standardised measure of student performance and progress in mathematics throughout the school.

• Post-Unit Assessments: Following each unit in the White Rose curriculum, students complete assessments to evaluate their understanding and mastery of specific concepts.

• Deeper Level Questioning: Throughout maths sessions, teachers employ deeper level questioning to challenge students’ understanding and promote higher-order thinking.

• Reasoning Opportunities: Students engage in reasoning activities that encourage them to think critically and work collaboratively with peers, further enhancing their mathematical reasoning skills.

• KS1 and KS2 SATs: Standardised assessments at the end of each key stage provide an external measure of student achievement and readiness for future educational challenges.

• Good Level of Development (GLD) for EYFS: Early Years assessments ensure that foundational mathematical skills are developed from the start, setting the stage for future success in mathematics.

5. Confidence and Enjoyment

• Positive Attitudes Toward Mathematics: Our curriculum is designed not only to build skills but also to instil a love of mathematics in students. By engaging in interactive and enjoyable learning experiences, children develop a positive attitude towards the subject.

• Increased Engagement: Through active learning, collaborative problem-solving, and real-life applications, students are encouraged to engage deeply with mathematics, leading to higher levels of enthusiasm and participation.

The impact of our mathematics curriculum at Bowdon Church School is evident in the fluency, confidence, and problem-solving abilities of our students by the end of Key Stage 2. Through rigorous assessment and a focus on reasoning and real-world application, we aim to prepare our children not only for future academic success but also for becoming thoughtful, capable individuals in their everyday lives. By fostering a strong foundation in mathematics, we empower our students to navigate an increasingly complex world with skill and confidence.

Statutory Data in maths for 2024

KS2 (Year 6) results

Subject	BCS 2024	Trafford 2024
Maths (% of children reaching the expected age related standard)	92%	73%
Maths (% of children reaching the greater depth age related standard)	59%	23%
Averaged scaled score for Maths	110	104

 

Year 4- Multiplication Tables Check result

 

Subject	BCS 2024	Trafford 2024
Multiplication tables - average score (max 25)	24	21
Multiplication tables - % scoring 25/25	55%	34%