At Bolton-by-Bowland, we deliver a consistent approach to our planning, delivery and marking of the mathematics curriculum. By providing consistency across the whole primary phase, we are ensuring that all children are able to build on their mathematical knowledge and concepts in a logical and precise way. 

Our lessons are carefully sequenced following the White Rose Maths scheme of work. All year groups receive an explicit input that models key skills and application to a variety of question types. Children are encouraged and supported to engage with the class input by sharing their mathematical thinking aloud. Questioning is used effectively to support and challenge all learners within the lesson input. Examples, representations and models are carefully selected during the input to expose the children to the structures of mathematical concepts to enable pupils to develop a deep knowledge of mathematics. Children are given numerous opportunities to apply what they have learnt with the support and guidance of a teacher before completing their independent work.

During every lesson, all children access an arithmetic challenge to further support and develop their rapid recall of mathematical facts. In Key Stage 2, arithmetic skills are explicitly taught at the start of each input to ensure all children are able to access their independent arithmetic challenges and progress in their learning of key concepts. Children are also given the opportunity to complete a prior learning activity to aid the retention of previous learning. Extra challenges are also made available within each classroom to target higher achievers. 

A range of effective and appropriate resources are made available in all classrooms to support the learning of our pupils. All children are confident in accessing the tools needed to support themselves during independent tasks. 

At Bolton-by-Bowland we incorporate a variety of teaching structures within our Maths lessons such as:

• Outlining at the start of each lesson what we want to children to know by the end of the lesson;
• Teaching discrete arithmetic skills at the start of each input to secure our pupils knowledge of key concepts;
• Providing all children with the opportunity to address prior learning within a lesson to support the retention of key knowledge and skills;
• Using key vocabulary through teaching and ensuring children are replicating this correctly.
• Making links to the wider curriculum and real-life situations to contexualize learning for all children;
• Using relevant and appropriate resources to support all learning;
• Scaffolding learning and activities to support children and providing challenge through extension questions;
• Using outdoor spaces (especially in EYFS and KS1) to enhance the mathematical journey of our children by providing them with stimulating ways to investigate the world;
• Addressing misconceptions with clear explanations to the whole class;
• Continuous monitoring of learning through live marking, peer marking and verbal and written feedback;
• Adapting teaching through use of questioning, resources and differentiated activities to ensure all children can learn and progress effectively;
• Planning and delivering intervention sessions quickly and efficiently to ensure all children can progress with their learning;
• Using most current formative and summative assessment data to inform planning.