Bishopstone Church Of England Primary School

Maths (updated Feb21 to take into account Covid19) 


At Bishopstone CE Primary School, we appreciate fully how ‘one size fits all’ is untrue.  We have developed a way of learning that meets the requirements of our school, our mixed age classes, allowing children to develop alongside more mature mathematicians, learning from one another and allowing our older children to lead as role models.  As teachers we spend a longer time with the children (compared to a one form+ entry school), two or more years, which we believe allows our children to thrive with confidence and allows us to form a deeper bond both emotionally and academically with every individual child.  By Year 6 every child will believe in themselves as a mathematician. They will have a positive attitude towards the subject and they will be proud of what they achieve.  Our aim is that our children develop fluency in a range of mathematical areas. We will provide a curriculum (based on the National Curriculum) that is rich in reasoning which allows children to have regular opportunities to investigate; pose and answer open ended mathematical questions. Our curriculum will be ambitious and designed to challenge our learners at an appropriate depth.  All pupils will be given an equal opportunity to master the content of their age-related curriculum, regardless of their starting point. Over time, every pupil will develop the power of resilience and perseverance when solving increasingly more sophisticated mathematical problems. They will take ownership over their learning by challenging themselves appropriately.


  • The school follows the National Curriculum, tailoring the White Rose Mixed Year Group Schemes of Work as a guide to support teachers with their planning and assessment. The models and images used throughout the school are consistent and from White Rose.
  • We have adopted the White Rose Addition and Subtraction calculation policy alongside the Multiplication and Division policy (Feb21) allowing a consistent approach to teaching the four operations over time and throughout the school. This includes concrete, pictorial and abstract representations of different mathematical concepts.
  • Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. Resources to support this include membership to White Rose which allows access to high quality videos that builds on the ‘small steps’ within the scheme. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
  • Within lessons, children work on similar objectives. Teachers have studied the White Rose scheme, where topics are linked across age groups when possible. Scaffolding (concrete / pictorial resources of adult support) is used to support some pupils to access this learning objective. Teachers plan questions and tasks to deepen individual pupils’ understanding further. Our small class sizes allow this to occur daily as part of normal practise.
  • Through carefully planned tasks and questions, teachers provide opportunities for all pupils to reason and apply their mathematical fluency to solve problems. Whole class open ended questions allow individuals to answer and share at their own levels, whilst listening to the reasoning of others.
  • Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities, if required, are provided to ensure their progress.
  • The school has identified an agreed set of mental strategies / skills that are taught to pupils to help them to become more efficient in their calculations. This follows WhiteRose.
  • Teachers use AFL strategies to identify any gaps in pupils’ understanding. They adapt their provision for these pupils within the lesson, to ensure these gaps are addressed. We are currently trialling ‘maths meetings’ which are a short 20min daily burst covering the following, as recommended by Liz Hopkins, maths consultant (March 21): misconceptions, pre-teaching vocab, revisiting past learning outside of current topic, basic building blocks – times tables, number bonds.
  • Feedback helps teachers and pupils to identify gaps. Pupils are given regular feedback within and after lessons. Small classes allow feedback to be mainly oral on a 1:1 with the child. Teachers set next steps that address misconceptions, consolidate learning or help pupils explore concepts at a greater depth.
  • Teachers plan in opportunities for pupils to apply the concepts they learn in maths to other subjects (cross-curricular links).


At Bishopstone CE Primary, the aim of our maths provision will impact the children in the following ways:

  • Learners demonstrate an increasing mental fluency, both within their year and throughout their time at the school.

. They are able to select and apply appropriate mental strategies accurately.

  • Lesson observations and pupil voice will show that all pupils show confidence in their ability as mathematician and demonstrate an innate desire to challenge themselves and make progress.
  • Evidence in maths books shows that there is a balance between fluency, reasoning and problem solving opportunities. Maths books cover a variety of mediums – in KS2 our regular Power Maths books and their maths exercise books. KS1 have their Power Maths books adapted and this is then stuck into their exercise books. 

From January 2021, due to the Covid19 pandemic, we have adopted the WhiteRose workbook, which allowed home learners easier access to the remote lessons.  These follow alongside our Power Maths but in a more accessible format.  For the remainder of this academic year we will be using a mixture of the workbooks, exercise books and Power Maths, depending on teacher assessment and continuity. 

  • Lesson observations will show that pupils are adept at using reasoning to explain mathematical concepts.
  • There will be evidence that as pupils get older, they will tackle increasingly more sophisticated problems.
  • Book scrutiny and lesson observations will demonstrate that nearly all children access objectives for their chronological year group.
  • Pupils will demonstrate the resilience, flexibility and fluidity to represent a mathematical concept in different ways and apply these concepts in different contexts.
  • There will be evidence of progress within lessons and across a series of lessons. They will be able to apply mathematical concepts they have taught in the long term. White Rose/Power Maths has a clear maths progression which the school follows with adaption when required for our cohorts of children.
  • Lesson observations and pupils voice will demonstrate that pupils value each other ideas when discussing mathematical concepts.
  • Pupils will be confident in selecting and using a range of concrete and pictorial resources to support them in their learning. We monitor the impact of our maths provision through termly assessments, lesson observations, pupil voice and moderation of maths books. Attainment in maths is measured in the school and reported annually. In Year 2, this is through the National SAT tests and teacher assessment. In Year 6 this is through the National SAT tests.

Assessment for the remainder of 2020-2021 academic year

Before embarking on a new area of maths the children will complete the previous years White Rose ‘end of unit’ assessment.  This allows clear identification of knowledge that they have retained before progressing with their current year group, especially where some areas have not yet been taught due to Covid19. 

  • End of unit assessments
  • End of year sats papers for baseline measurement - Year 6 and Year 2
  • End of year Rising Stars to allow measurement against national data - Year 1/3/4/5

If children do not retain key areas when assessing then alteration to the Summer Term planning may occur in order to revisit.  Data from July will feed into alteration of MTP in September, areas that need a higher level focus or reteaching.

Impact clearly seen with retention on the new daily model discussed with Liz Hopkins.  This involves an additional 15min maths session where we go over a concept, revise past teaching, repeat number bonds/times tables or pre-teach key vocab coming up.


Staff continue to be supported by up-to-date information through the attendance of a maths hub/CPD sessions.  This is run by Liz Hopkins Consultancy.  Meetings currently held online were: 22/02/21, 01/03/21.

How the children are taught at Bishopstone CE

 Children at Bishopstone CE are split into three classes for maths:

  • Reception/Year 1/Year 2 - Miss Pearson
  • Year 3/4 - Miss Lindsay/Mrs Golding
  • Year 5/6 - Mrs Morris


Through Covid19 we trialled and then adopted 'MyMaths' as an online platform that children at Bishopstone could use at home.  This allowed us to set individual targets, lessons and work for each individual child that was unable to attend school during Lockdown.  Click here for parent letter - 13/03/2020 

Information regarding the new multiplication check for parents - click here.  The multiplication check did not occur in 2020 due to Covid19.  It will start for the first time in 2022 (delay due to covid)

Planning Documents

Whole school progression map - White Rose 

Addition and Subtraction calculation policy (White Rose) - new Feb21

Multiplication and Division calculation policy (White Rose) - new Feb21

Maths vocab in school is under review (Apr21) and we are adapting after attending training to this vocab progression document, click here

Due to Covid19 we are adapting a slightly different plan - the White Rose 20/21 response to Covid which allows revisiting of areas that the children may not have learnt due to the first lock down.  We then adapt this document depending on the daily assessment within the class.

Year 1/2

Year 3/4

Year 5/6


Assessment in Maths - click below for the year group you are interested in

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


We completed a pupil voice questionnaire in May 2019.  In 2020 we were not fully in school so did not do one.  For our recent pupil voice in maths questionnaire, May 2021 - click here (coming soon being collated).

For our Maths Calculation policy relating to year groups click here

For examples of how the maths is taught in each year (through the policy) click here

 At the Maths Information evenings we cover how we teach maths across the school, see below for the powerpoint presentations: Maths Information Evening Powerpoint

Every student can learn, just not on the same day, or the same way - George Evans