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Beaumont Primary Academy


Mathematics at Beaumont Primary Academy


Why do we teach this? Why do we teach it in the way we do?

The 2014 National Curriculum for maths aims to ensure that all children:


  • Become fluent in the fundamentals of mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their mathematics.

At Beaumont Primary Academy, these skills are embedded within maths lessons and in wider areas of the curriculum and developed consistently over time for all pupils. We want all children to enjoy the beauty of maths and be engaged in their adventures in mathematics learning and to achieve their full potential.   We want our children to develop the necessary skills to make them inquisitive mathematicians, who can make connections and spot patterns.  Our curriculum ensures that skills can be recalled quickly and efficiently with clear understanding as well as being used to reason and problem solve in maths, other areas of the curriculum and their everyday lives. Our curriculum is designed in small steps to support, scaffold and challenge all pupils’ learning to foster personal improvement and achievement. Challenge is provided to develop resilience and deeper thinking.

Our overarching aims (impact):

  • to become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • to be able to solve problems by applying their mathematics to a variety of problems and to model real-life scenarios
  • to reason mathematically by following a line of enquiry and develop proof using mathematical language
  • to have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.




Mathematics at Beaumont Primary Academy

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Key approaches to teaching (lesson delivery)

·        Each lesson should be taught using the CPA approach. Concrete, pictorial and abstract.

·         A concrete example should be used to start the lesson followed by pictorial examples leading on to abstract examples. Teachers should scaffold and model to aid children’s understanding. Children should be encouraged to use concrete manipulatives and teachers should model how to use them.

·        There should be opportunity to develop fluency, problem solving and reasoning across lessons and topics.

·        Each day there should be opportunity to count and/or multiplication tables practice.

·        Same day and planned intervention should be used to close the gap.




Non-negotiables (implementation)

  • Each class from Y1 upwards should have a weekly arithmetic lesson which incorporates written calculations. We have Rising Stars and Test Base to support this.
  • There should be a daily maths lesson.
  • The written calculation document should be displayed in class and used as a guide.
  • NCETM should be used to aid good practice and for guidance.
  • Precise maths vocabulary should be displayed and introduced for each topic.
  • There should be work/learning aids on the walls to support pupil’s learning.
  • A 100 square should be displayed in the classroom.
  • Sentence stems and talk frames are used to support explanations in problem solving and reasoning work. These can be used to aid children in their recording of their responses.
  • Adults are expected to speak in sentences at all times and model correct use of mathematical vocabulary.



  • EYFS follow EY guidance. Numicon, White Rose and Numberblocks are used to support planning.
  • In EYFS, maths resources are provided in continuous provision and dedicated maths areas.
  • A large number line should be displayed in the classroom.
  • Work is recorded in individual workbooks and Learning Journeys.

KS1 and KS2

  • We use The National Curriculum to guide our teaching.
  • Work must be recorded on a daily basis. This could be recorded work from the maths lesson, number formation practice, early morning tasks or photographs from the lesson. Pupils must have regular opportunity to record their work in books using one digit per square in order to develop their skills.
  • In maths book we should see:
  • Number formation, early morning work and work recorded from maths lessons.
  • Arithmetic work to be kept in individual files.
  • In mathematics we set bronze, silver and gold work if appropriate.
  • Children select their own work with guidance as and when is necessary.
  • White Rose maths should be used as a guide to planning in years 1 to 6. Teachers should follow the small steps to aid planning. Teachers use may use other schemes or their own work to support this.
  • TT Rockstars is used in Y2 to Y6 to support the learning of multiplication tables.
  • Numbots is used in Y1 to Y6 to support the learning of addition and subtraction.
  • A large number line from -20 to 100 should be displayed clearly at the front of the classroom.
  • Each academic year should begin with the place value unit of work followed by the 4 operations then fractions (see long term maths overviews).
  • All pupils should have continuous access to maths tool boxes/manipulatives to aid their understanding. In Y1 upwards these are maths tool boxes. The boxes should include bead strings, multilink, counters, dice, base 10 and tape measures (number lines). Teachers should be continually modelling how these resources can be used.

 Appendix 1


Mathematical vocabulary

As we know, it is often the vocabulary of mathematics that trips children up when problem solving. The only way to address this is to ensure a consistent approach to reinforcing the use of key vocabulary throughout all units of work and through using and applying challenges.

Vocabulary needs to be:


  • Ø explicitly taught;
  • Ø reinforced through children being expected to use it in their answers; and
  • Ø reinforced through challenges & problems.


The charts on the following pages outline the key vocabulary for each year group, with the bold words/terms being those that should be specifically taught and used. The charts are cumulative, in other words teachers need to revisit and require children to use vocabulary which should have been learned in earlier year groups.



Below are a set of documents that support our approach to Maths at Beaumont Primary Academy


View document maths/non_negotiables.pdf

Maths Vocabulary Progression Overview

View document maths/maths_objectives_and_vocabulary.pdf

Whole School Maths Curriculum Overview

View document maths/whole_school_overview_maths.pdf

At Beaumont, we use the CPA approach to teaching maths, below you can see our calculation policy which accompanies our approach.

View document maths/new_calculation_policy.pdf