Maths Curriculum 2019-20



At Bushbury Lane Academy, we recognise that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.  Our aim is to ensure all children leave Bushbury Lane Academy with the mathematical knowledge and skills to fully prepare themselves for their next stage in education.


We aim to provide a high-quality mathematics education with a mastery approach so that all children:

  • become fluent in the fundamentals of mathematics;

  • reason mathematically;

  • can solve problems by applying their mathematics.


(National Curriculum 2014)


At Bushbury Lane Academy, we follow the White Rose Maths Schemes of Learning for children in Key Stage 1 and Key Stage 2. The White Rose SOL are designed to support a mastery approach to teaching and learning, as well as to support the aims and objectives of the National Curriculum.

Teachers are provided with support to plan their curriculum through a variety of resources: Learn by questions, White Rose hub, our school’s CPD offer, inset days and staff meetings.

Maths is blocked into subject areas to ensure for coverage of skills and knowledge. We focus our blocks on:

  • Number and Place value

  • Addition and subtraction

  • Multiplication and division

  • Fractions

  • Geometry

  • Measurement

  • Statistics


Daily arithmetic forms the beginning of the daily maths session focusing on addition, subtraction, multiplication, division, fractions and percentages to build fluency and precision.

From the 2019/20 academic year onwards, schools in England will be required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice an additional 10 minutes (additional to their maths session) a day is spent for children to complete ‘mad minutes’ times table’s grids.


As part of the planning process, teachers plan the following: 

  • A sequence of learning which includes skills and knowledge, vocabulary and assessment);

  • Careful planning for progression and depth (based on pre unit assessments; 

  • Potential ways to enhance the learning experience with additional resources or out of the classroom experiences;

  • Precise questioning to test conceptual and procedural knowledge;

  • Reasoning and problem solving opportunities to challenge pupils to apply and deepen their learning and mathematical reasoning; 

  • Cross-curricular opportunities.


In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. The profile for Mathematics areas of learning are Number (ELG 11) and shape, space and measures (ELG 12). We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum.


There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources and this is based on White Rose Maths resources for reception. Whenever possible, children’s interests are used to support delivering the mathematics curriculum. 

Towards the end of Reception teachers aim to draw the elements of a daily mathematics lesson together so that by the time children move into Year 1 they are familiar with a structured lesson / activity.




Our mathematics curriculum is based upon resources, which are fully supported by the Department for Education as they meet the requirements of the new curriculum. We measure our impact of our curriculum through the following methods:

  • A reflection on standards achieved against the planned outcomes;

  • Post block assessments based on what has been taught;

  • Termly assessment Progress in Understanding Mathematics Assessment (PUMA) which is a suite of termly standardised maths tests which enable school to track progress, predict future performance and benchmark against national averages – this is recorded online and in children’s maths bookmarks to show progress from starting points;

  • Regular learning walks, book looks and discussions with teachers and children.

  • Statutory assessments such as the MTC and end of key stage assessments.

Yearly Maths Overviews