Burrowmoor School




In Burrowmoor School, we aim to give every child an equal entitlement to a broad and balanced maths curriculum. We believe that children should be given the opportunity to achieve their full potential.

This policy outlines the teaching, organisation and management of the mathematics taught and learnt at Burrowmoor School.

The school’s policy for mathematics is based on the document ‘Framework for teaching mathematics from Reception to Year 6.’ The policy has been drawn up as a result of staff discussion and has the full agreement of the Governing Body. The implementation of this policy is the responsibility of all the teaching staff.

To provide adequate time for developing numeracy skills each class teacher will provide a daily mathematics lesson. This may vary in length but will usually last for about 45 minutes in Key Stage 1 and 60 minutes in Key Stage 2.

In Early Years children work for about 20 minutes as a whole class and then work on a variety of activities throughout the day.

Links will also be made to mathematics within other subjects so pupils can develop and apply their mathematical skills.






To encourage children to:

Enjoy maths and to see it as part of everyday life;

Become confident in their use of mathematics and to encourage quick recall of basic facts;

Apply their knowledge to challenging situations;

Work in an investigative way, to promote flexibility, independence and perseverance;

Think logically and express their learning clearly using appropriate mathematical language;

Think critically, to choose the appropriate operation and method when solving problems;

To work collaboratively, using discussion and communication;

Transfer mathematical skills and processes to other areas of the curriculum;

Select appropriate resources including calculators and computers;

Recognise and appreciate mathematical patterns and relationships;

Be confident and competent in the areas of number, algebra, space and data handling.


Scheme of Work

A scheme of work has been produced by the maths coordinator following the National Numeracy Strategy (NNS) sample medium term planners and the framework. which recommends spiral learning. [Appendix 1]

This Scheme of Work aids teachers to produce weekly planners providing a range of learning experiences. [i.e. learning skills, ‘pure’ mathematical activities, investigative work, problem solving and games. Opportunities for children to work collaboratively and individually are included.]

Teachers also use the NNS weekly plans for years 4,5 and 6, which are adapted accordingly and used as a planning and teaching guide.

We aim to nurture positive attitudes by matching the task to the child. We feel that successful learning enables children to develop the confidence to meet the challenge of new work.

There will be a regular review of these plans to ensure balance, continuity and progression of the maths curriculum, based on the National Curriculum programme of study and the National Numeracy Framework. These reviews will be undertaken by the maths core group, during half-termly meetings, and by the maths co-ordinator during sampling.


The Maths ‘Hour’

In Early Years and Year 1 the length of the maths lesson and its format will be dependant on the children’s concentration span and their capability.

In Year 2 and key stage 2 a typical 50 to 60 minute lesson will be structured in three parts as follows:

Warm-up and mental activities

The main teaching activity.

Teachers input and pupil activities on a specific learning objective.

A plenary, which may be interwoven.

Work with the whole class to sort out misconceptions and identify progress, to summarise key facts and ideas and what to remember, to make links to other work and discuss the next steps, and to set work to do at home



Key stage 1:

Every child has weekly homework. In Year 1 this takes the form of a game sheet or activity suggestion. Homework is differentiated and linked to the theme of the week.

Key stage 2:

Every child has weekly maths homework. This can be in the form of a game, an investigation, a practice worksheet or a list of mental maths questions. This work is linked to the theme of the week or the termly goal.

In year 6 extra work may be sent home related to SATs.

School and Class Organisation

Setting in Key stage 2

In middle school and upper school the children are set for maths within their year group. Within each set the children are further differentiated forming a core, an extension and a support group.


Organisation in Key stage 1

Year 1 is ability set for maths.

Year 2 is taught by their own class teacher due to geographic constraints. Within the class they are differentiated into three groups according to ability.


How we work in Early years

In Early Years the class will be organised to promote social skills and the development of mathematical language and understanding.

Early years are ability set with each group spending half a day in the maths room. Sessions begin with a whole class teach followed by a variety of activities (some teacher directed and some child initiated).


How we cater for pupils who are more able

More able pupils will be taught in their own year group and stretched through differentiated group work and extra challenges such as problem solving activities. When working with the whole class, teachers will direct some questions towards the more able to maintain their involvement.

In year 6 there is an opportunity for a small group of children to attend extra lessons at the local secondary school.


Pupils with special educational needs and individual education plans

Teachers will aim to include all pupils fully in their daily mathematics lessons. All children benefit from the whole class warm up activities and participating in watching and listening to other children demonstrating and explaining their methods. Where appropriate, some children may work individually or in small groups aided by an LSA during the main part of the lesson.



A catch up programme is taught to small groups of children. These children are identified by the class teachers using Key stage 1 SAT and optional SAT results. Groups are then agreed in management meetings.


Booster group.

Children are selected from year 5 SAT results, teacher assessments and teacher knowledge. They spend one hour weekly focusing on key objectives.


Information and Communication Technology

ICT will be used in various ways to support teaching and motivate children’s learning. ICT will involve the computer, calculators, and audio-visual aids. The NNS interactive teaching programmes will be used in the daily maths lesson to demonstrate and consolidate. ICT will only be used in a daily mathematics lesson when it is the most efficient and effective way of meeting the lesson objective.



Throughout the school appropriate resources are accessible to the children. These are constantly being added to so as to provide a wide range of ideas and activities. These resources are centrally kept in the Middle School and Lower School corridors.

A large range of photocopiable resources is kept centrally in the grey cupboard in Middle School, with extra copies being given to corresponding year groups.

Pupil resources, as recommended by the NNS, are available. These include number cards, fans and lines, arrow cards, target boards and follow me cards. Early Year resources also include soft toys, e.g. ladybirds, dogs and snakes, which are used for encouraging maths language and for number work.

Computer resources, all of which encourage learning in a fun way, are readily available and are being continually added.

Other resources include clock faces, 2D and 3D shapes, tape measures, timers and calculators, which are all readily accessible. (Year 6 have their own calculator resource).

(See appendix 2)



Assessment will take place at three connected levels: short-term, medium-term and long-term. These assessments will be used to inform teaching in a continuous cycle of planning, teaching and assessment.

Short-term assessments will be an informal part of every lesson to check understanding and give information, which will help teachers adjust day-to-day lesson plans.

Medium-term assessments will take place in the ‘assess and review’ lessons during each term and will assess some of the ideas linked to the key objectives that have been covered during the half term. The outcomes will be recorded on a class record sheet of key objectives.

Long-term assessments will take place towards the end of the school year to assess and review pupils’ progress and attainment. These will be made through compulsory National Curriculum mathematics tests for pupils in Years 2 and 6 and supplemented by the optional QCA tests. Teachers will also draw upon their class record of attainment against key objectives and supplementary notes and knowledge about their class to produce a summative record. Accurate information will then be reported to parents and the child’s next teacher.

Early years are assessed termly using the Foundation Stage Profile.






Monitoring and Evaluation:

This is achieved by:

Sampling children’s work and teacher’s weekly planners to ensure compatibility with the Scheme of Work / medium term planning, (by the maths co-ordinator).

Core group meetings to monitor and evaluate the maths hour (every half term)

Subcommittee reports to the governing body via the curriculum group.

Lesson observation / demonstration lessons by the maths co-ordinator.



One board in every classroom is allocated for a maths display, which will depict that terms goal {target}. This should act as a learning tool, beginning as a starter display to which children’s work can be added.



We aim to encourage parents as active partners in the development of their child’s maths skills. A lot of the maths homework involves the active participation of parents, either in the playing of a game or the reading out of mental questions

A parents leaflet [Help your child succeed in maths] for each year group can be downloaded from the Burrowmoor web-site... www.burrowmoor.cambs.sch.uk

This outlines the maths goal {target} for the term and gives ideas for maths activities and games that can be done at home. Paper copies of these leaflets are also available.



Staff Inset will be identified in the school development plan and will be arranged according to need.

Appendix 1: Overall Termly Framework:



Early Years


Lower School

year 2

Middle School

year 4/ year 3 term 3

Upper School

1 Counting, properties of numbers and number sequences Place value, ordering, estimating, rounding

Reading numbers from scales

Place value, ordering and rounding

Using a calculator

3 Counting, reading (writing numbers)

Adding and subtracting

4 Shape and space Reasoning
5 Counting, reading (writing numbers)


6 Counting/Adding

And subtracting

Money and ‘real life’ problems

Autumn / Summer only:
Handling data

Using a calculator

Spring only:
Shape and space

7 Assess and review

Assess and review

Assess and review

Assess and review

Appendix 1 cont.

Overall Termly Framework:

8 Counting Comparing/ordering numbers Counting, properties of numbers and number sequences

Reasoning about numbers

Counting, properties of numbers and number sequences

Reasoning about numbers

9 Counting


10 Shape and space reasoning
11 Counting and reading numbers (writing numbers)

Measures, including time

Fractions and decimals
12 Counting and reading numbers

(writing numbers)


Money and ‘real-life’ problems

Autumn / Summer only:

(moved to unit 10 in Spring)

Understanding + and -.

Mental calculation strategies (+ and -)

Pencil and paper procedures

(+ and-)

Time, including problems

13   Handling data Properties of numbers and number sequences

Reasoning about numbers


Assess and review

Assess and review

Assess and review

Assess and review

Teachers Handbooks for guidance

NNS framework

STEPs Handbooks : 1 (EY/Yr1)

2 (Yr1 / Yr2 )

3a, 3b, (Yr 3 / 4 )

4a, 4b, 5 (Yr 5/ 6 )

Cambridge Primary Maths

Maths Pyramid bk 3, 4, 5, 6.

Bridges to Numeracy bk 3, 4, 5, 6.

Photocopiable resources


Collins Mental Maths … 5 to 7 years

Curriculum Bank … Shape / Number

100 ideas for maths

KS1 Listening skills

Number Calculations

Number Patterns

Mathscheck (L 1&2)


Maths workout copymasters 6 and 7

Numeracy support sheets Yr 1 and 2

Practising mental maths 6 yr olds

Steps resource and activity masters

KS2in grey cupboard, middle school corridor

Assessment sheets bk 4 and 5

Collins Mental maths 7 to 9 yr.

Collins Mental Maths. .9 to 11 yr.

Curriculum Bank… Shape / Number

Blueprints 7 to 11 yr. Blueprints mental Arithmetic age 7-11

Delbert’s Practice questions yr. 5, yr. 6

Developing Numeracy: Solving Problems

Getting to grip with graphs investigation

100 Ideas for maths 7 to 11 yr.

Learning Targets

KS2 listening skills

Maths Booster

Mathscheck L3, L 4, L 5

Maths games and puzzles bk 5 and 6

Mental maths KS2

Maths workout copymasters 6 to 11

Numeracy support sheets Yr 3 – 6

Numeracy Today 9 to 11 yr.

Practising mental maths 8 yrs and 11 yrs.

Problem solving through investigation

Puzzles and problems for Yr 3/4, 5/6

Plus a selection of above plus teacher made sheets in labelled large blue files.




Practical Equipment



Soft toys: ladybirds, snakes, dogs.

Number tiles

The big bus


Numicon (yr1)

EASE number lines, blocks (plain and starred)

Number tiles.

100 ‘pocket’ square

KS1 Follow me cards

Floor dominoes

CPM games

Ease big board and inlays

Orbit material… infant set

Measuring worms

Ladybird … making ten


H/T/U boards

KS2 Follow me (link) cards

Class 100 squares

Continual number squares

Multiplication squares




OHP calculators

OHP counters and sheets

Maths Dictionaries

CPM Games

Style KS2 boards and books: number, calculations and shape

Ease big board and inlays

White boards: A4 (squared/plain), A3

Fraction line,

Fraction velcro board

Fraction fans





Multilink cubes,

Number cards and fans,

Number lines: 1-20, 1-100, -10 to 10,

0-1 (fraction),

Number squares,

Arrow cards (place value)… class sets, magnetic teaching set

Base -10 apparatus,

Target boards,

Guess the number?

Number bones

Dice, 0-5, 1-6, 7-12, multisided



Didactics mental arithmetic sets (bingo)

Plastic money, magnetic money

Money fans,



Measuring scales,

Tape measures metre sticks, trundle wheels

Clock faces, teaching clocks and class sets, magnetic set.

Timers, stop watches

Cylinder / beaker sets


2D shapes,

3D shapes,

Straws, Geostrips,

Polygon kit,

Maths paper:



Squared: A4 and A3



Roll and Add

Roll and Think

60 seconds to go

Time Lotto