At St Barnabas our intent is to develop confident mathematicians, who can reason, problem-solve and apply their knowledge and skills across a range of contexts in the real world.

Essential Characteristics of a Mathematician at St. Barnabas:

  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
  • The ability to embrace the value of learning from mistakes.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques.
  • Able to use wide range of mathematical vocabulary, precisely and give answers in full sentences.
  • A commitment to and passion for the subject.

Power Maths

We use Power Maths across school.

Power Maths sessions are taught daily in each year group. Power Maths is a whole-class mastery programme designed to spark curiosity and excitement to help nurture confidence in maths. It is written specifically for UK classrooms by leading mastery experts, and is recommended by the DfE. Children learn through online learning tools and a practice book for each term. There is a consistent use of the CPA (concrete, pictorial, abstract) approach across Power Maths, which helps children develop mastery across all the operations in an efficient and reliable way.

Power Maths lesson sequence  – 

At the heart of Power Maths is a unique lesson sequence designed to empower children to understand core concepts and grow in confidence. Embracing the National Centre for Excellence in the Teaching of Mathematics’ (NCETM’s) definition of mastery, the sequence guides and shapes every Power Maths lesson you teach.  

Flexibility is built into the programme so lessons can be paced to the needs of the class. While some children will need to spend longer on a particular concept (through interventions or additional lessons), others will reach deeper levels of understanding. However, everyone moves forward together!  

A typical lesson –  

  • A Power Up – Power Ups reinforce key skills such as times-tables, number bonds and working with place value.  
  • Discover, Share and Think together – An integral part of Discover and Share is talk. When children learn to talk purposefully together about maths, barriers of fear and anxiety are broken down and they grow in confidence, skills and understanding. At St Barnabas we build a healthy culture of ‘maths talk’ from day one. We achieve this through a range of Kagan Strategies. Every child has an opportunity to SHINE. 
  • Practice and Reflect – During practice some children will work independently others will work in small groups. Questions in the practice books follow small steps of progression to deepen learning. The Reflect section is an opportunity to check how deeply children understand the target concept. 

Click on the links below for further information. 

Power Maths Yearly Overviews

Progression Maps for EYFS

End of Phase Objectives

Number ELG, Children at the expected level of development will:
– Have a deep understanding of number to 10, including the composition of each number;
– Subitise (recognise quantities without counting) up to 5;
– Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns ELG, Children at the expected level of development will:
– Verbally count beyond 20, recognising the pattern of the counting system;
– Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
– Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Progression Maps for Key Stage 1 and 2

Ready to Progress

The Ready to Progress documents identify the core concepts that are needed for children to progress in their study of mathematics. We use these alongside Power Maths to ensure children are confident at each stage of their maths journey.


Traditionally, in the UK teachers have simplified mathematical language to make it easier for young children to understand. By contrast, evidence and experience show that by diluting the correct language, we actually mask concepts and meanings for children. We ensure children have a good understanding of the mathematical vocabulary being taught right from reception. We achieve this through –

  • Being precise and consistent – everyone in the classroom using the correct mathematical terms in full, every time.
  • Full sentences – when children use complete sentences, it both reveals their understanding and embeds their knowledge.
  • Stem sentences – these important sentences help children express mathematical concepts accurately, and are used throughout the Power Maths books, for example ‘4 is a part, 5 is a part, 9 is the whole’
  • Key Vocabulary – introduced and explained at the beginning of each unit.
  • Mathematical signs – mathematical signs are used early on so that children quickly become familiar with them and their meaning.


Home Learning 

Click on the links below to direct your child towards a range of high quality games that consolidate learning in school.


Homework is a way of extending learning beyond the classroom. It is a way for you to further practise and to gain a deeper understanding of key concepts that have been taught in the classroom. Homework is crucial in encouraging you to develop responsibility and self-motivation to study independently. Completing homework on time and to a high standard prepares you for life beyond school. Home learning will be sent home weekly on either Class Dojo or on paper.


Multiplication Check Year 4

Do you have a child in Year 4?

If so, they will be taking the statutory multiplication tables check (MTC), in June.

The purpose of the check is to determine whether pupils can fluently recall their times tables up to 12, which is essential for future success in mathematics. It will also help your child’s school to identify pupils who may need additional support.

A parent-partnership workshop will take place in the Spring term to discuss this test further with Year 4 parents.

Click on the links below for further information and ways your child can practise times tables at home.


Dp you have a child in Year 6?

If so, they will be taking the statutory KS2 SATS, in May.

The purpose of the tests is to measure the attainment of pupils in relation to the standards set out in the national curriculum, and help teachers and parents identify where pupils may need additional support in a certain subject area. The tests are also used to assess schools’ performance, and school-level results data is used to produce national and regional performance statistics.

A parent-partnership workshop will take place in the Summer term to discuss this test further with Year 6 parents.

Click on the link below for further information and ways you can support you child at home.