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Bishops Waltham Infant School

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“The only way to learn mathematics is to do mathematics.” – Paul Halmos

Our Vision

At our school we believe that Mathematics is critical to everyday life and therefore, every lesson counts. We have developed a high-quality, creative mathematics curriculum that provides a foundation for understanding the world, the ability to reason mathematically and nurtures a sense of curiosity and excitement about the subject. We encourage children to solve problems practically as well as mentally and using written methods. Through combining these approaches, our children are exposed to a rich curriculum, enabling excellent teaching and learning.

We focus on three main areas of mathematics – fluency, reasoning and problem solving.


Fluency: We aim to teach our children, through varied and frequent practice, to develop the ability to recall and apply knowledge quickly and accurately. This is applied to stimulating challenges of increasing difficulty.

Reasoning Mathematically: Children not only solve problems, but develop their knowledge through explaining and justifying their answers. This encourages all learners to begin making connections across different areas of mathematics, and indeed across the curriculum.

Problem Solving: We aim to give children frequent opportunities to apply their knowledge to a variety of routine and non-routine problems. These sometimes require being “broken down” in a series of simpler steps, and are not always “straight-forward”. This area of mathematics develops children’s’ resilience and confidence using trial and error, and “outside the box” thinking in pursuing an answer.

During Key Stage 1, children will cover and build on their knowledge in:

Number: Place value, addition and subtraction, multiplication and division, fractions

Measurement, Fractions, Statistics

Geometry: Position and direction, properties of shape

Taken from the National Curriculum, below is a brief break down of the curriculum we deliver at our school.



Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency.

Pupils extend their understanding of the language of addition and subtraction to include sum and difference. Pupils practise addition and subtraction to 20 to become increasingly fluent in deriving facts. They check their calculations, including by adding to check subtraction and adding numbers in a different order to check addition, supporting commutativity.

Pupils are introduced to the multiplication tables. They practise to become fluent in the 2, 5 and 10 multiplication tables and connect them to each other. Pupils work with a range of materials and contexts in which multiplication and division relate to grouping and sharing discrete and continuous quantities, to arrays and to repeated addition.


Pupils use fractions as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes.



Pupils use standard units of measurement with increasing accuracy, using their knowledge of the number system. They use the appropriate language and record using standard abbreviations. They tell the time accurately using an analogue clock and become fluent in recognising and counting coins.



Pupils handle and name a wide variety of common 2-D and 3-D shapes and identify their properties. Pupils use the concept and language of angles to describe ‘turn’ by applying rotations, including in practical contexts (physically giving and completing given instructions) and programming robots using instructions.  



Pupils record, interpret, collate, organise and compare information in a variety of different ways.

If you would like to find out  more information  about the current National Curriculum for maths, you can access the full curriculum here.

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