Broadmead Lower School

Belonging, Learning, Succeeding

Park Crescent, Bedford, Bedfordshire MK43 9NN

Tel: 01234 768318



 Our Intent


We believe that to have a Maths curriculum that is broad and balanced:

  • Every child has the right to achieve their maximum potential without a pre-conceived limit being put on their ability and attainment.
  • The ability to succeed is not fixed and this is clear in both lesson design and class teaching.
  • Learning in Maths should focus on depth of understanding before breadth.
  • Pupils should ‘keep up’ not ‘catch up’ – all children should be given the opportunity to access the lesson regardless of previous attainment.
  • High expectations should be made clear to all
  • Emphasising the high value of mathematics education to all staff, pupils, parents and carers is key to our children becoming successful Mathematicians.
  • All staff should actively attempt to improve their pedagogical understanding of Maths Mastery wherever possible, and feel supported by school leadership to this aim.


Implementation of Maths Mastery

  • Children will generally be taught in their own classes, as a whole class, although some children will work with an adult for different parts of a lesson where the teacher feels it is relevant. The teacher or teaching assistant will use their judgement to determine whether a child remains in the whole class environment or spends time on a more personal learning approach. IMPACT: Children’s needs are met and thus meet their learning potential; children are secure in their learning which can be applied to different concepts.
  • Feedback on progress can be made during or after lessons, with the children afforded time to make improvements to their work. Sometimes children will mark their own work or take part in peer assessment. IMPACT: Children’s confidence, self-awareness and enthusiasm for learning are improved, thus children’s learning and performance also improves.
  • Teaching for Mastery in Maths, through the use of the Power Maths scheme of learning, shows that Maths progression is clearly evident in all year groups across the school. IMPACT: We have a curriculum that is coherently planned and sequenced.
  • All children will be given opportunities to reason, problem solve and gain fluency both individually and with their peers. IMPACT: Children reason, apply and share their knowledge to deepen their understanding through learning from each other, contributing towards children achieving ARE/ARE+.
  • Children are given daily opportunities to apply their fluency skills covered in both daily maths and maths basic skills sessions to solve problems related to newly introduced mathematical concepts. IMPACT: Children demonstrate a deeper understanding of number facts interrelated to other mathematical concepts, thus contributing towards children making good progress and achieving ARE/ARE+.
  • All children will have access to multiple representations and use concrete, pictorial and abstract representations alongside each other to develop a deep understanding of methods and concepts. IMPACT: Children develop their own preferred strategy to solve problems, supporting children to become secure in mathematical concepts, thus increasing the number of children achieving ARE and making at least good progress.
  • Lessons will feature a lot of dialogue between the teacher and the pupils and between the children. They will be carefully crafted to allow learning to take place over a number of small, conceptual steps which allow opportunities to make connections and to investigate maths at a greater depth. Longer time will be given to each topic of the Maths curriculum as necessary to ensure sufficient depth of understanding. IMPACT: Children have time to gain deeper understanding of mathematical concepts and apply them.
  • Differentiation will mainly be through the level of adult support each child receives. Generally, children will not be given different activities to complete. This may also be seen through the use of enabling and extending techniques. Some children will require extra support either during or after lessons to enable them to master certain concepts or elements. This will be carried out as soon as possible to allow the child the ability to access the next lesson. Any child who rapidly grasps skills and concepts well in the main lesson is challenged by being given activities which require a greater depth of understanding. IMPACT: We have a curriculum that is easily adapted, designed and developed for pupils that rapidly grasps skills or with special educational needs and/or disabilities, thus all children are challenged, have their learning needs met and thus make progress.


Through adopting and adapting the mastery approach; exposing all children to all levels of learning, providing fluency opportunities, teaching children to solve problems using a wide range of strategies and providing children with reasoning opportunities, we believe that we are supporting all of our children in being the best that they can be. IMPACT: We have a curriculum that is ambitious for all pupils, coherently planned and sequenced, and that can be tailored to individual needs enabling every child to reach their potential.


Further Information:

Should you require any additional information or have any questions, please do not hesitate to do any of the following:

  • Speak to your child’s class teacher we are happy to help!