Our Approach

The approach to mathematics teaching at Brampton will ensure that when children leave the school, they are confident and competent with numbers measures, shapes, problem-solving and reasoning. They will have a secure method in all four operations (addition, subtraction, multiplication & division) and will be able to apply these real life problems.

The approach to mathematics teaching at Brampton is based on four key principles:

  • dedicated mathematics lessons every day;
  • direct teaching and interactive oral work with the whole class and groups;
  • emphasis on mental calculations; and
  • controlled differentiation, with all pupils engaged in mathematics relating to a common theme.


The Brampton curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisation, and developing an argument, justification or proof using mathematical language
  • solve problems by applying mathematics to varied routine and non –routine problems with increasing sophistication.


Teaching of Mathematics at Brampton is based upon The Primary National Curriculum for Mathematics 2014.

All teachers are expected to follow the learning outcomes in the programme of study for their year group. At the beginning of each academic year the Maths Co-ordinators will map the programme of study for each year group to enable them to produce a long term plan. This Brampton maths curriculum will be made available on the MLE.

At the beginning of the academic year each year group will also be provided with a mid-term plan which should be used as a working document to inform planning and assessment for learning.

Promoting effective strategies and efficiency
Children will be encouraged to see mathematics as both a written and spoken language. Our aim is for children to be able to select an efficient method, of their choice, that is appropriate for a given task.

Grouping and Assessment
At Brampton we strongly believe in continuous AfL through observation, questioning, marking and group work. Based on the assessment groups should be fluid to best suit the individual’s ability and learning style.

a. Formative Assessment Planning->teaching->reviewing cycle
A well structured week should incorporate a minimum of three Guided Maths sessions. The guided maths session should be no less than 10 minutes of focused small group work which should be based on the gaps or misconceptions identified from the recent marking or other AfL tools. This should then inform future planning and organisation of quick fix interventions.

b. Summative Assessment
At the end of the term a summative assessment should be carried out by each teacher for their individual class and the data should be filed in an individual folder producing a portfolio of evidence for each child’s ability.

In the Foundation Stage the assessment is based on the Foundation Stage Profile. Observations are made and evidence is collected and related to Stepping Stones and Early Learning Goals. Once these are achieved, next steps are fed into planning. At the end of the Foundation Stage using the foundation stage profiles each child is given a scale point score.

Computing and Cross-Curricular teaching
Computers will be used in various ways to support teaching and motivate children’s learning. Computing links will include the use of the Interactive White Board, computers, digital cameras, calculators and audio-visual aids. They will, however, only be used when it is the most efficient and effective way of meeting the lesson objectives.

A maths inspiration day will be led by the maths coordinators every half-term to promote the investigative and challenging nature of maths. Every week the maths coordinators will be providing the teachers with maths challenges for each year group. This should be incorporated as one of their weekly home learning tasks.

Teachers are expected to use the Mymaths website to set differentiated maths home learning tasks for their class or their maths set.

Underachievement/ Intervention and Booster Clubs
At Brampton we believe in early intervention. Children who are under performing should be identified and discussed in the half termly pupil progress meetings. Booster and intervention groups should be set up to cater for their individual needs to close any gaps in knowledge. Any further concerns should be raised with either of the maths coordinators and/or the SEN coordinator.

Maths resources

Teaching for Mastery - Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |

Maths no problem - videos for Parents