Beeston Primary School

Beeston Primary School


Our vision for all our pupils is, “Be all you can be!”

Since September 2018, we follow the White Rose Maths overview as a guide to the order of teaching maths throughout the school. Teachers also use ‘Third Space learning’ and ‘Classroom Secrets’ as supplementary resources to support the teaching and learning of Maths. This decision was made as the small step approach ensures all students will move towards mastery by revisiting the topics time and time again. White Rose schemes interweave prior content with new concepts. Enabling children to practise and consolidate prior learning while grasping links between topics and deepen their understanding. This allows the teacher’s to use their own professional judgements to decide how long to spend on each small step, ensuring most of the children are secure before moving on.



By following the mixed aged overview order, children spend longer mastering key skills such as place value, number and calculation. The CPA approach (Concrete, Pictorial and Abstract) is embedded in all maths lessons. In all classes children have access to concrete manipulatives, such as: base 10, place value counters and numicon. Children’s confidence in maths has developed through their ability to build and visually represent by drawing their calculations. Children are provided with opportunities to consolidate prior learning of number and calculation by solving problems in a variety of real-life contexts within blocks such as fractions, decimals, money, time, statistics, geometry and measurement.


Maths is taught twice daily throughout the school. One lesson is a daily 10 minutes number fluency session where Fluent in Five is used to practice and consolidate arithmetic skills. The other lesson being between 30 mins to one hour taught in mixed aged classes. To develop a sense of enjoyment and a culture of a positive mindset about maths, teacher’s regularly use active maths “Maths of the Day” activities to reinforce concepts learnt as well as ‘Graffitti maths’ as tools to check application of key skills. Differentiation is achieved through varying the degree of support provided, extending questions, providing or asking alternative representations. All children are provided with opportunities to develop reasoning and solve problems as well as develop fluency. To ensure all children achieve and progress, any misconceptions or gaps in learning are identified quickly and addressed promptly, in future lessons, starters or in individual interventions. Ensuring all children keep up.


The impact is measured by book looks, gathering pupil voice, termly NFER assessments, previous end of KS1 and KS2 SATS papers and White Rose end of block assessments, which are used by all teachers, (when available depending on assessment release date and time block taught due to following mixed age overview.) These assessments are used at the end of a teaching block. The White Rose end of term assessments are also used throughout the school to inform teacher assessment. These are similar in layout and style of questioning to Y2 and Y6 Statutory Attainment Tests, consisting of two papers, Paper 1 Arithmetic and Paper 2 ( and Paper 3 for Y6) Problem Solving and Reasoning. Pupil’s progress and attainment are recorded half termly using Pupil Asset. The impact of the daily fluent in five is measured by various Calculation tasks. These consist of a wide variety of age-appropriate questions in all four operations which are given throughout the year to all year groups.