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The intent of our maths curriculum at Badbury Park Primary is for each child to develop a deep and secure understanding of mathematical concepts.

We want each child to develop this conceptual understanding by demonstrating an ability to recall and apply knowledge with increasing fluency, to reason and problem solve by applying mathematics to a range of problems.

By adopting this mastery approach to it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Badbury Park with a lifelong positive relationship with maths.

By using the outdoors enhance learning we will show children that maths is essential to everyday life, and we aim to develop confident mathematicians that want to take risks and be ambitious in their learning.

Mathematics is important in everyday life and, with this is mind, the purpose of Mathematics at Badbury Park Primary is to be curious and develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. All children are challenged and encouraged to excel in Maths. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when discovering new mathematical topics and allows them to have clear models and images to aid their understanding. Arithmetic and basic math skills are practised daily to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths.



Maths at Badbury Park Primary is planned to be engaging and where possible related to everyday life. We use the outdoors as a stimulus for learning, and to enhance the skills taught. Our implementation is developed through secure understanding of the curriculum and subject area.


  • Maths is taught daily, through focused sessions from EYFS through to Year 6. Each lesson begins by revisiting prior skills and gives opportunities for consolidation.

  • The structure of the lessons ensure that children have the opportunity to become fluent in maths, to be able to reason using the skills that they have been taught and daily opportunities to deepen their knowledge through problem solving.

  • Children are taught through targeted differentiated small group and mixed ability whole class lessons.

  • Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes. 

  • We promote the importance of learning the multiplication tables and also move onto the related division facts through daily fun and effective times table lessons.

  • Year 2 to Year 6, children will have access to Times Tables Rockstars so that learning links can be formed between home and school.

  • We develop an understanding of shape, data and measures through practical creative lessons which can be cross-curricular and encourage pupil led investigations. 

  • Feedback, in line with our policy, ensures that errors and misconceptions are addressed ‘in the moment’ and children are challenged to explain their reasoning.

  • Teachers will work with small groups or individual children to address misconceptions close to the point of teaching.

  • Summative assessments are used at the end of each year to inform future planning and whole school planning. The ‘I can’ statements from Target Tracker are used to assess the learning and to monitor progress.

  • To support teachers’ judgements, current and reliable tests are used in line with the national curriculum for maths.

  • Work is moderated in school and across the Trust, to ensure consistency in making judgements.



At Badbury Park you will see:

·     Engaged children who are challenged and motivated to learn.

·     Children who are confident when talking about maths and in explaining their reasoning, they can make links between mathematical concepts.

·     Lessons that use a variety of resources to support learning.

·     Different representations of mathematical concepts.

·     Most children reach end of year expectations.

·     Children’s progress is tracked at the end of the unit and data is used for formative and summative assessment.

·     Learning that is tracked and monitored to ensure all children make good progress. 

·     Children who are confident and who believe that they can achieve.

Please click on the below links for further information:





Calculation Policy - Times Tables

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