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Our maths curriculum


At Berkeley Primary School, our bespoke curriculum is designed to enable our pupils to develop a secure understanding of each area of mathematics, recognising the rich and varied connections between them.  It is our intention to ensure that all children are fluent in the fundamentals of mathematics.  Children are encouraged to be flexible and adaptable, applying their learning to investigate, reason and solve increasingly sophisticated problems.  Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We aspire to develop a natural curiosity and love of maths, where children are equipped with the confidence, resilience and resourcefulness needed to use maths within all aspects of everyday life.


Our maths curriculum is bespoke for our school and is a spiral curriculum in which daily lessons cover required curriculum content and re-visit prior concepts to encourage essential learning connections and consolidate understanding.



We have high aspirations for all learners; ensuring that all children have the chance to succeed in maths everyday. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems that encourage them to explore a concept in greater depth, reason about their learning or make new connections.  Early intervention is used to ensure that pupils struggling to grasp new concepts introduced are given more time to consolidate their learning before moving on.  Where relevant, children will receive separate small group or 1:1 support.


In designing our curriculum, we have identified key opportunities for cross-curricular maths. This allows the children to be able to apply their maths skills in their studies of other subjects, too. 


We want children to think like mathematicians, not just DO the maths.



We will assess the impact of the maths curriculum through ongoing teacher assessment and termly formal assessments. In years 2 and 6, this is done through the use of SATs tests, whereas NFER tests are used from years 2-5. 


Alongside the day-to-day teaching of maths, children requiring further support are quickly identified and extra support is given to ensure gaps within their knowledge are filled and no child is left behind.