Mathematics is important in everyday life and, with this is mind, the purpose of Mathematics at Broomhill Infant School is to develop children’s mathematical competence to solve problems, to reason, to think logically and to work systematically and accurately whilst building the pre-requisite fluency in mathematical skills and concepts. We recognise that our children will need mathematical knowledge to solve everyday real-life problems.

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 allowing them to have clear models and images to aid their understanding.

Arithmetic and basic mathematical skills are practiced daily to ensure key concepts are embedded and children can recall this information to see the links between topics in Maths.


Key mental arithmetic skills are revisited daily.

Teachers plan using the White Rose Maths scheme to ensure progression and depth of understanding.

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

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

A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.

Children are supported within the Maths lesson (or within the same day) to ensure they are ready for their next Maths lesson.

Teachers plan to use the outdoors to explore and embed mathematical concepts and to make links with other subjects across the curriculum.


As a result of our Mathematics teaching at Broomhill Infant School you will see:

Children taught at the point of need with questions to challenge misconceptions.

Engaged children who are all challenged.

Confident children who can all talk about their learning and can model and explain mathematical concepts.

Lessons that are active and use a variety of practical resources to support learning.

Different representations of mathematical concepts.

Learning that is tracked and monitored to ensure all children make good progress from their starting points.

It is important to us that what has been planned, has been taught and remembered by the children. We therefore seek to triangulate the intent, implementation and impact so that the children can know more, do more and remember more.