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Barnes Farm Infant School

Barnes Farm Infant School

Building Futures, Inspiring Success



At Barnes Farm Infant School, we teach children that if they work hard they can all succeed in Mathematics. We have a 'Growth Mindset' approach, where we encourage children to recognise and understand that mistakes are part of the learning process. 

We teach children the mathematical skills and knowledge through a 'mastery' approach. This is where they are given the opportunity to fully explore concepts and are able to apply theses in a range of contexts before they move onto something new. We allow children to be problem solvers and learn from each other as much as possible. Please see the attachment below regarding the principles of maths mastery skills that we teach at Barnes Farm Infant School. 

The Calculation Policy is also attached below for your information. It shows the methods used to teach addition, subtraction, multiplication and division. We hope you find this useful. If you have any further questions, please do not hesitate to ask.

We have had some wonderful feedback from children about maths. Here are some recent examples;

"I like counting in 10's because it sticks in my brain." Sofia

"My favourite subject is maths because I like to solve problems" Oliver

"I like Times Table Rock Stars because it's fun"  Archie

How Mathematics is taught at BFIS

Reception and Key Stage 1


What we aim to achieve through our Maths Curriculum?

What schemes we follow and why?

We are aiming for all children to believe that they can become effective problem solvers, by enabling them to make connections between concepts and explaining mathematical thinking using full mathematical sentences.

We follow the Mathematics Mastery scheme. This allows children to learn abstract concepts alongside manipulatives to embed their understanding and apply it to other areas. We believe in success for all, regardless of background. The maths mastery approach enables teachers to become more confident with subject knowledge, pedagogy and progression of calculation skills, in order for children to receive high quality teaching, which they deserve. It offers ongoing professional development to upskill all staff within the school.

How our Mathematics Curriculum is delivered...

It is being delivered through using concrete manipulatives, pictorial representations and abstract representations alongside each concept. It is a cumulative curriculum where skills are revisited and built upon. We have a whole school approach to ‘Growth Mindset’, where children will develop a love of mathematics and see challenges as a way of deepening their learning, rather than seeing it as failure. Children are encouraged to take risks and explain/convince others of their mathematical thinking. The timetable has been adapted to ensure there is consistency across the year groups. There is a daily 1 hour session, plus a 20 minute daily mathematics meeting to consolidate key areas and close any gaps.


What difference our Mathematics Curriculum is making? 

What assessments we use? How we track progress...

Children are continuing to develop their growth mindset and know that they learn from mistakes. They are speaking in full mathematical sentences in order to embed their learning further. They are developing the skill of convincing and explaining their answers to others using correct mathematical vocabulary in full sentences. Children enjoy mathematics.

We use half termly assessments in year 1 and 2. Assessment for learning is fully embedded throughout EYFS and KS1.  This helps to inform teacher judgements and intervene urgently. Judgements are put on target tracker every term for the subject lead to analyse.

Ways We Celebrate Mathematics

We regularly celebrate children’s mathematical achievements in our celebration assembly each week. One child in each class is awarded a 'Maths Award' certificate. There is also a class certificate awarded to the class that has logged onto the ‘Times Table Rock Stars’ website the most to encourage home learning in an engaging and fun way.