At The British International School Shanghai, Mathematics remains one of our strongest academic pillars. Reflecting on our whole-school mathematics data has given us a deeper understanding of how our students learn, what supports their progress most effectively, and where we can refine our approach to further elevate outcomes.
The progress demonstrated from Baseline through Autumn and Spring 2024–2025, revealed consistent development in fluency, reasoning and strategic thinking, and these insights have been invaluable in shaping our direction for the current year of 2025-2026.
Using Last Year’s Data to Shape Our Next Steps
The patterns identified across year groups have provided clear guidance on how to enhance our curriculum and teaching priorities. Last year’s results reaffirmed that our Mastery approach is highly effective in securing strong conceptual understanding. At the same time, the data highlighted opportunities to increase challenges, strengthen reasoning structures, and refine the pacing and depth of certain units. This review has informed the adjustments teachers are making this year in planning, assessment timing, question design and classroom practice, ensuring that every child continues along a well-supported and ambitious mathematical journey.
A Vision Grounded in Research and Consistency
Our school’s vision for Mathematics, shaped by the principles of White Rose Maths, continues to guide all aspects of teaching and learning. We remain committed to nurturing deep conceptual mastery, developing critical thinkers, connecting mathematics to real-life experiences, and providing an inclusive environment where every learner can thrive. Last year’s data strengthened our confidence in these principles, and this year we continue to embed them with even greater clarity and consistency across the school.
The CPA Approach as a Cornerstone of Progress
The Concrete–Pictorial–Abstract progression remains central to our pedagogy, and last year’s outcomes reinforced the power of this approach in supporting long-term retention and deep understanding. This year, teachers continue to prioritise rich concrete experiences using manipulatives such as Base 10 blocks, counters and place value resources. These experiences gradually develop into carefully constructed pictorial models before students move confidently into abstract notation. The CPA sequence remains a non-negotiable expectation and continues to drive the strength of our students’ mathematical reasoning.
Strengthening Consistency Across Classrooms
Our review of last year’s books and classroom evidence helped refine the expectations that now guide practice throughout the school. Teachers follow unified standards for book presentation, recording, use of manipulatives, and the inclusion of reasoning and self-assessment. Ensuring “one block, one digit,” using accurate learning objectives, maintaining updated working walls, and incorporating regular pictorial and concrete evidence are now consistent features across classrooms. Cold and Hot Tasks, along with timely iSAMS data entry, ensure that progress is monitored accurately and acted upon quickly. These strengthened expectations ensure all students access the same high-quality learning environment regardless of class or year group.
Professional Learning Driven by Evidence
Last year’s data also shaped our professional development priorities. Teachers continue to engage in collaborative planning, weekly success-sharing sessions, and training focused on deepening the use of CPA, strengthening questioning, and aligning with White Rose Maths. This culture of continuous learning, showcased in our staff orientation, ensures that classroom practice continues to evolve in direct response to what our students need most.
Enrichment and Community Engagement
Building on last year’s positive feedback and engagement, we continue to celebrate Mathematics beyond the classroom through Maths Appreciation Days, Flash Maths Weeks, enrichment clubs and participation in competitions such as FOBISIA and the NAE Regional Maths Event. Alongside this, families are supported with recommended platforms, including National Numeracy, Maths on Toast and Transum, that promote mathematical confidence at home. These initiatives create joyful, meaningful opportunities for students to explore mathematics in wider contexts and deepen their sense of belonging in our mathematical community.
Looking Ahead With Confidence
Last year’s data provided us with a clear and insightful picture of our strengths and next steps, allowing us to move into this academic year with sharper focus and renewed ambition. We remain incredibly proud of our students’ achievements and the dedication of our teachers, who consistently uphold a high standard of practice. At BISS Puxi, Mathematics is more than a subject; it is a shared language of thinking, discovery, creativity and confidence, and we look forward to another year of growth, curiosity and success.
