Intent

At Bitham Brook, we have adopted a mastery approach to Mathematics in order to deliver the three aims of the National Curriculum: fluency; reasoning and problem solving. Underpinning our pedagogy is an inclusive belief that all children can succeed. We are committed to fostering a genuine love and enthusiasm for mathematics.

We believe in promoting a sustained, deep understanding by employing a variety of mastery strategies, with teaching for conceptual understanding at the heart of it.

Implementation

Ark Mathematics Mastery

All children at Bitham Brook from Reception to Year Six, follow the Ark Mathematics Mastery programme. We use the programme as a tool to equip teachers, encouraging adaptation to ensure the best delivery for each cohort. The programme is cumulative and knowledge is built upon year on year with regular opportunities to revisit and retrieve knowledge and skills. This allows pupils to master maths by continually developing and applying learning from previous years. There is a strong focus on securing the fundamentals while developing a secure understanding through rich modelling and representations.

The 3 Dimensions of Depth underpin all teaching and learning in Maths:

1. Conceptual understanding

2. Language and communication

3. Mathematical thinking

 

Language

We support children in developing their mathematical language and communication skills by encouraging them to answer questions in full sentences, using accurate mathematical vocabulary and sentence stems. Key maths vocabulary, presented as “star words,” is introduced at the start of each lesson and is expected to be used during the ‘talk task’ and consistently throughout the lesson.

Representation and Structure

We use a range of representations to deepen children’s understanding of mathematical concepts. Our lessons typically begin with concrete manipulatives before progressing to pictorial representations. Teachers carefully select the representations, models, and manipulatives they feel best suit the cohort’s level of understanding and specific learning needs. Through clear and detailed modelling, teachers demonstrate explicit examples, enabling children to observe the process before working independently.

 

Lesson structure

Each Maths Mastery lesson, is provided in a six-part lesson structure. The Dimensions of Depth underpin the six-part lesson. Each part provides opportunities to focus on conceptual understanding, language and communication and mathematical thinking for the concept being covered. The six-part lesson consists of:

· Do Now: This is a five-minute task that all pupils can access independently, serving as an introduction to the mathematics lesson, revisiting prior knowledge.

· New Learning: The New Learning segment introduces the lesson’s main mathematical concepts.

· Talk Task or Let’s Explore: The Talk Task or Let’s Explore is a chance for all pupils to practise using mathematical vocabulary related to the lesson’s concept.

· Develop Learning: This segment builds on the New Learning and develops a deeper understanding of the maths concepts of that lesson. It also addresses misconceptions or inaccuracies discovered during the preceding segment.

· Independent Task: The Independent Task provides pupils with the opportunity to practise the learning from that lesson. This may be independently and/or in pairs/small groups.

· Plenary: The Plenary segment recaps on the lesson, checking understanding and celebrating success.

Maths Meetings

Maths Meetings are short, 10-minute sessions taught across all year groups. Their aim is to provide regular opportunities for pupils to revisit, practise and consolidate key mathematical knowledge and skills, supporting fluency and long-term retention.

· Reception–Year 2 use NCETM’s Mastering Number resources for their Maths Meetings, developing pupils’ number sense, fluency and confidence. Sessions revisit key skills such as counting, subitising and number composition, building secure foundations for future mathematical learning.

Years 3–6 follow the Ark Mathematics Mastery structure for Maths Meetings.

· Years 3 and 4 have four Maths Meeting sessions each week, with two sessions focused on teaching and developing times table fluency and recall.

· Years 5 and 6 have four Maths Meeting sessions each week, with at least two sessions focused on developing arithmetic skills.

Times Tables

Times tables are taught systematically in Years 3 and 4, following the progression outlined by Ark Maths Mastery.

Pupils are provided with regular opportunities to develop fluency, accuracy and rapid recall of multiplication and related division facts.

· Pupils in Years 3 and 4 have access to Times Tables Rock Stars both at school and at home to support regular practice.

· Following the teaching of each times table, teachers assess pupils’ progress using a short times table test based on the table taught.

· Year 4 pupils periodically complete a Multiplication Tables Check-style Soundcheck to assess their fluency across all times tables. Teachers maintain records of pupils’ progress.

· Intervention groups are provided for pupils who have identified gaps in their times table knowledge, with targeted teaching and additional practice.

· Pupils have regular daily opportunities to practise and recall times tables as part of Maths Meetings and wider mathematics lessons.

· Mock Multiplication Tables Checks are carried out regularly to familiarise pupils with the format and monitor their readiness and progress.

How we assess maths

Mathematics is assessed continuously through formative strategies such as questioning, feedback, marking, and Maths Meetings. Prior to teaching each unit, we use Ark’s pre-unit assessments to identify pupils who are secure in the prerequisite knowledge and those who may require additional support. This allows us to provide more in-class support and targeted group work, before new learning takes place. We also use Ark Mastery termly summative assessments to evaluate how well pupils have retained and recalled knowledge in line with year group expectations