Southmead Primary School

Southmead Primary School

Headteacher: Mr Nicholas Plumb

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Miss Kenshole is our Maths Lead.

Mathematics is a creative and highly interconnected subject and at Southmead we aim to develop and instil a confidence and enjoyment for mathematics that will stay with pupils for life. During their time with us we help each child to become fluent in the fundamentals of mathematics whilst developing a deep, conceptual understanding which they can call on to reason mathematically and solve problems.


The National curriculum sets out the mathematics programme of study for Key Stage 1 and 2 which teachers use to inform their planning and make sensible links to other areas of the curriculum. Lessons are developed to ensure that the content is relevant and challenging and this is informed by thorough formative and summative assessments.

Children may begin by practicing and rehearsing key facts or prior learning giving them time to reflect and sharpen minds with new concepts being presented so that there is engagement and interest. Children may be aware of the direction they are taking and are excited to go there. Investigations and challenges are developed and used to promote independent thinking and solutions whilst others benefit from a more collaborative approach. We facilitate a range of opportunities for children; to think and work independently or collaboratively, and develop a rewarding resilience to see challenges through to the end. Pupils’ questions, mistakes and false starts are viewed as part of the process and provide valuable opportunities for learning. We believe that it is vital that children are able to find the answers to problems and that they can explain the reasoning behind their lines of enquiry using accurate mathematical vocabulary. At the end of each lesson teachers ensure that the learning has been clear and that children are given time to reflect on what they have learnt and link this understanding with prior knowledge. By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.



At Southmead our mathematical curriculum aims to ensure that children, during their time with us, are provided with opportunities to;

  • Become fluent in number.

They will develop a fluent knowledge and recall of number facts and the number system through varied and frequent practice. They will develop confidence and accuracy in performing written and mental calculations and mathematical techniques.

  • Reason mathematically.

They will gain practical experiences of working investigatively with mathematics and the wider curriculum. Children will develop their ability and skills in following a line of enquiry, making conjectures and generalisations whilst working independently or collaboratively with others. They will be encouraged to talk about their thinking and their mathematics reasoning using appropriate mathematical language.

  • Solve problems.

Mathematics is integral to all aspects of life and it is with this in mind that we endeavour to ensure that children develop self-confidence in their ability to approach a range of mathematical problems. Children will be able to apply a broad range of skills and knowledge that they have developed to solve a variety of problems.  They will realise that there can be many ways to solve a problem and that mistakes and false starts are valuable.

  • Enjoy the awe and wonder of mathematics.

Mathematics is a creative and highly interconnected subject. Children will gain confidence and develop a sense of achievement as they experience different ways of working mathematically. Mathematics has been developed over centuries and has provided the solution to some of the most complex problems in history. We want children to learn to appreciate the contribution made by many people to the development of Mathematics in our ever growing society. Some children will develop an appreciation of the; power, patterns, relationships, the creative beauty and aesthetic appeal that the world of mathematics offers.



The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children’s understanding and their readiness to move on to the next stage. Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content; they are calling this phase of learning Mastery and Depth. Those who are not sufficiently fluent with earlier material should consolidate their understanding before moving on.

  • In the EYFS, children’s achievements are on-going and are assessed against the Early Learning Goals.

  • Teachers in KS1 and KS2 will make judgements about the children’s numeracy in relation to age related expectations as set out in the new curriculum. End of year expectations for each year group have been split into 4 categories as follows:

  1. Emerging—Shows some understanding of the end of year expectations but requires adults support to guide and scaffold learning.

  2. Working Towards Independence—Shows some evidence of being able to apply some of end of year expectations independently.

  3. Achieved—Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills independently.

  4. Greater Depth- Secure with all the end of year expectations and able to apply this knowledge across the curriculum showing evidence of original thought and creative thinking.

  • Assessment for learning is well established throughout the school and the use of questioning, observation and marking will continue to be key parts of formative assessment.

  • Statutory assessments take place at the end of Year 2 and Year 6.


In providing a wealth of opportunities to explore maths and make rich connections we hope that children at Southmead develop a positive attitude to mathematics and are left with a sense of enjoyment, achievement and curiosity about the subject.


White Rose is a program that encourages mathematical skills and understanding, mathematical skills feeding into Year One such as subitising and number bonds, visual and play-based such as whole part, adapted to the needs of our class. We revisit SSM in cross-curricular learning to consolidate learning. We use independent learning, continuous provision, indoor and outdoor practical areas. Floor books (vocabulary clip boards).

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House Points
  • Farah 1778
  • Watson 1836
  • Hawking 1569
  • Malala 2145
  • Key Stage 1: 93.5%
  • Key Stage 2: 96.7%
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