At BWA we teach maths for mastery. This is a transformational, evidence-based approach to maths teaching which originates from high performing Asian nations such as Singapore. Maths is effectively taught at a slower pace which results in greater progress, as pupils have time to really understand 'why' as well as 'how'. They master the subject, and become able to solve maths problems without having to memorise procedures. They develop a deep and adaptable understanding of maths, rather than shallow knowledge which relies on rote learning.
BWA follows a maths mastery scheme called "Maths - No Problem!" This scheme was chosen by our sister school Belleville after they researched and trialled various approaches. We like it because it is child-centred and fun to teach, as well as having been assessed by the DfE as a high-quality textbook to support teaching for mastery. Pupils work through a series of textbooks from Year 1 to Year 6. Importantly, we find it to be a very inclusive approach where all pupils achieve.
Belleville is proud to be an Accredited School for "Maths - No Problem!." In this role, they provide support and guidance to other schools and enable their teachers to visit and see maths mastery in action.
Standards in mathematics are good. There is a daily mathematics lesson for all pupils. Lessons include whole class, group, paired and individual work. Problem solving and reasoning are an important part of every lesson. Learning through a clear progression of mental and written methods, pupils develop understanding and the skills to carry out calculations independently.
National Curriculum Objectives for Maths
The objectives for Maths for each year group can be downloaded below. They are written as child-friendly "I can" statement in italics underneath. The key objectives are in bold type.
Purpose of study
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, 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 generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.