Maths

Intent – What do we want children to learn?

We want every pupil, whatever their needs, to develop strong mental and written calculation skills through the use of manipulatives and hands-on learning. Our aim is for children to reach their full potential by applying mathematics to real-life situations and investigations with creativity and flexibility. Mathematics is a life skill: it helps us make sense of the world, analyse information, communicate ideas, and solve everyday problems.

Through our teaching of Mathematics, we aim for pupils to:

• Use mathematical concepts, facts, and procedures accurately, flexibly, and fluently

• Quickly and accurately recall key number facts and use them to calculate or find missing information

• Develop deep understanding so they can reason, explain ideas, and solve a wide range of problems

• Tackle more complex problems creatively, even when the method is not immediately obvious

• Independently explore and investigate mathematical ideas, communicate their findings clearly, and explain or generalise their thinking

Implementation – How are we going to achieve our intent?

Our medium-term planning is based on the Primary Curriculum and supported by the White Rose termly guidance. Weekly planning draws on a range of resources and, when appropriate, includes  mathematical skills across the curriculum through active, hands-on learning.

Staff have spent significant time reorganising the White Rose Maths sequence so that children revisit concepts regularly, helping them learn more and remember more. Children, parents, and teachers can use TT Rockstars to practise times tables—a key part of the curriculum—and Key Stage 1 pupils can use Numbots to strengthen their number bonds. Alongside this, regular arithmetic sessions and Numeracy Ninja activities in Years 5 and 6 (covering mental maths, times tables, and key skills) help reinforce essential learning throughout the year

Impact – What will it look like when we have achieved our intent?

There are literally hundreds of ways we can demonstrate the excellent impact our Mathematics curriculum design has on our pupils. In a nutshell, here are some examples:

• As part of our Y6 micro business, Key Stage 2 children have been inspired to proudly enhance the business by recording daily egg production, labeling and marketing the eggs, producing weekly spreadsheets on profit and outgoings, ordering food and materials, caring for the flock and writing to local businesses, such as Adnams to outline production and sale criteria – for use when creating a dish to be sold in their restaurants. Overall giving children that first hand experience of how a business operates before transferring to Secondary School.
• In 2025, Birchwood Y6 Mathmatics at expected = 80%, compared to the national figure of 74% and 30% at greater depth.
•  2025 Birchwood results for pupils in Year 2 in Mathmatics at expected = 73%  and 20% at greater depth.

The progress of the children is assessed on a termly basis, with interventions and opportunities available for pupils to increase their knowledge of Mathematics in a variety of areas. Below are photos of Maths application across the curriculum that include:

Y1 – Measure (using non-standard and standard units) and begin to record lengths
Y2 – Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm)
Y4 – Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts (discrete data), histograms (continuous data) and time graphs.
Y6 – Solve more complex problems involving time rounding answers to the required degree of accuracy e.g. decimal places or significant figures. Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data.