At Bradford Academy we see Maths very much as a cross curricular, interconnected subject which should encourage creativity. We want the children to see Maths as being relevant to their world and applicable to everyday life as well as being something that they will need as they move on through their school life and ultimately to the world of employment. To that end, a high-quality, inter-related and creative Maths experience should be one that develops the children’s ability to think mathematically and one which allows them to apply the tools to which they have been exposed in a variety of ways.

Following the introduction of the new National Curriculum in 2014 the emphasis has been to ensure that all children:


There are to be five maths LESSONS a week. From Monday to Thursday the daily lesson follows the 3-2-1 structure. This is to ensure that there are three calculations, two using and applying and one reasoning question in every lesson. The 3-2-1 structure can be applied in various ways e.g. the reasoning question could be done as plenary altogether, as a starter or with the child working in a group or independently. The fifth lesson is to have a focus upon investigation/problem solving. Children are grouped in ability for these sessions and are based around a book.

Each strand follows the diagram below.

In addition, there are five fifteen minute lessons called ‘blowing it open’. This is to ensure a focus on mental arithmetic. To support mental arithmetic (specifically multiplication facts) we use Times Table Rockstars.



The national curriculum for Maths 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.

At Bradford Academy we ensure that children are regularly exposed to opportunities involving increasingly complex problem solving which allows them to apply their Maths knowledge. In doing so they are be encouraged to develop an argument and line of enquiry which they can prove and justify using mathematical vocabulary. This includes the ability to break down problems, both routine and non-routine, into a series of steps.

Policy and Assessment

Maths assessments will take place on a termly basis. Teachers are also required to update pupil assessment trackers on frog throughout the year.

Pupil progress is discussed with parents carers at Parents Evenings throughout the year, Termly Report Cards and the End of Year Report.

Year 2 and Year 6 SATs results will be analysed and appropriate measures will be taken to address any issues that may have arisen. Each teacher will also be given feedback  on their class performance  and a summary of results is passed on to the next teacher  so an initial picture of the classes’ strengths  and weaknesses  can be identified.

All children will take a Times Table test weekly using the Times Table Rockstar paper tests. These will be marked by the teacher and used to inform the mini maths lessons and future planning.

Children are actively encouraged to be involved in marking, either through self or peer marking. Marking should also take account of the required learning outcomes. Teachers should ensure their marking is kept up-to-date to ensure that pupils get feedback promptly on the work they have done. This marking should also make clear the pupil’s next steps in their Mathematics  learning. The children should also respond to the teacher’s comments in their marking in purple pen, to show an open dialogue to help improve and move learning on.

There should be at least one close the gap task a week per child, even more tasks if they are required.

Staff are well trained and regularly monitor children’s progress to ensure that they are engaged in activities that develop their skills and help them grow in confidence. Staff provide many and varied opportunities for children to develop their speech through careful questioning and a range of interesting activities. Children are safe and happy and play well together.

Ofsted 2017

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