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Somerset Bridge

Primary School

Dedicated to Excellence Through Learning Together

Contact Details

Winner - Eileen Brown 98.8%, Nazneen Ahmed Pathak 99.2%
Somerset Bridge Primary School, Stockmoor Drive, Bridgwater, Somerset, TA6 6AH
01278 422100
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Somerset Bridge Values
Aspire to be the best we can in our behaviour, our learning and our hopes and dreams.
Brave to challenge ourselves and take risks so that we achieve the best we can.
Care for our school environment, so that we maintain a safe, sustainable and healthy community and set an example for life choices both within and outside of school.
Collaborate with all members of the community – pupils, parents, staff, governors, neighbouring schools and organisations in the local area - ensuring that all contributions are encouraged and valued.


Intent: At Somerset Bridge Primary School, our intent for Mathematics is to teach a rich, balanced and progressive curriculum using maths to reason, problem solve and develop fluent conceptual understanding in each area. The structure of the mathematics curriculum across school shows clear progression in line with age related expectations. We aim to ensure that Mathematics is a high-profile subject which children view positively with a ‘can do’ attitude.

A high-quality Mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


In line with the National Curriculum Objectives for Mathematics, our intent is that all pupils:


• become fluent in the fundamentals of Mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately


reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions




Somerset Bridge uses White Rose yearly overviews which sets the curriculum out in blocks enabling children to understand different areas of maths through extended periods of time.  Teaching curriculum content in blocks allows children to explore skills and knowledge in depth and gain a secure understanding of particular subject matter.  Key knowledge and skills are also revisited regularly allowing repetition to embed learning.  A concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts.  Alongside the White Rose materials, many other resources are used to ensure that our offer is rich and varied. These include Collins Maths, NCETM, NRich, Maths No Problem, Every Day Reasoning and Problem Solving, Talk It Solve It.  These are used across KS1 and KS2 allowing children to be exposed to a variety of different types of learning and to ensure coverage of fluency, problem solving and reasoning in different formats.


At Somerset Bridge Primary School, times tables play an important part in Maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of Year 4.  All children work through a times tables booklet daily answering 40 questions in 2 minutes.

  • Each booklet works progressively through learning a times table
    • Practice the first part of the new times table
    • Practice the second part of the new times table
    • Practice all the facts from the new times table
    • Mix this times table with previously learnt times table facts
  • CPD is provided through the Boolean Maths Hub, external courses, collaborative lesson study and an annual support package from a teaching and learning consultant for mathematics. Good practice is always shared between staff and all CPD is used to inform teaching and learning across school.
  • Resources and equipment are audited regularly so that children have materials of high quality and accuracy to support their learning. Our resources allow us to better use models and images to support learning in each area and enable the progression from concrete to pictorial to abstract. Children are familiar with these resources and can access them independently where needed.
  • Teachers implement the schools agreed calculation policies for progression in written and mental calculations. 
  • Correct mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are then encouraged to use it independently when talking about maths.
  • Vocabulary is displayed clearly on working walls and is referred to in every lesson.
  • Timetabled interventions for maths are in place where required; all other children receive regular group support as part of their maths lessons with further support for individuals or small groups where a need is identified.  
  • Fluency is developed through repeating, reinforcing and revising key skills; regular arithmetic takes place in all classes.
  • Children are given time to practice and perfect their calculation strategies including giving pupils the opportunity to make appropriate decisions when estimating, calculating and evaluating the effectiveness of their chosen methods.
  • Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers.
  • Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience.



End of unit assessments from White Rose are used where appropriate along with termly assessments to aid teacher judgements to gather an understanding of their pupil’s existing and developing knowledge and skills.



At Somerset Bridge Primary School, we understand the importance of early experiences of Maths, and provide frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including concrete resources and tens frames for organising counting – children develop a secure base of knowledge and vocabulary from which mastery of Mathematics is built. Our lessons include rich opportunities for children to develop their spatial reasoning skills across all areas of Mathematics including shape, space and measures. Children develop positive attitudes and interests in Mathematics, by looking for patterns and relationships, spotting connections, ‘having a go’, talking to adults and peers about what they notice and not being afraid to make mistakes.