The national curriculum identifies three main maths aims in the primary phase:

• 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.

We follow our own bespoke plans to ensure that children are able to master all areas of the curriculum and understand the links between different areas of mathematics. The plans have been developed over a number of years as a result of members of staff working closely with NCETM local Maths Hub.

Units of maths are planned so that pupils complete a quiz at the end of each unit allowing for 2-3 ‘consolidation’ days after the assessment where specific misconceptions or gaps can be addressed. Teachers complete an assessment grid where gaps can be easily identified. Pupils practise areas that have not been mastered during these consolidation lessons. Where children have achieved well in the quiz – they are able to deepen their knowledge through further reasoning or problem solving activities.

We use modified White Rose end of term assessments 3 times a year to provide a summative assessment opportunity.

Children are encouraged to work in squared exercise books where possible and presentation is an important focus during lessons. Where appropriate, worksheets from White Rose or other sources are used.

Language is important and pupils are challenged to articulate their thinking and explain strategies to adults and peers including explaining why something can’t be the correct answer.  We use White Rose reasoning and problem solving questions for each topic. 

In KS1, all pupils have immediate access to the following personal resources:

• Number line to 20
• ‘Pop-tit’ 100 square
• Beadstring
• Whiteboard

In KS2, pupils have immediate access to necessary resources relevant to their level of progress.  These could include:

• Printed 100 square
• Beadstring
• X table grid
• Whiteboard

A range of other hands on resources are available to support specific concepts.  Pupils are free to use these in lessons and have the confidence and initiative to fetch them as needed.

Number bonds and multiplication tables are practised daily in some form. The children complete a 1 minute maths quiz each day. They answer a possible 15 questions in 1 minute based on the area of number bonds or times tables that they are working on. The children aim to beat their time and their score each day until they are ready to do a new quiz with greater challenge.

• By the end of Year 2 all pupils must know all addition and subtraction facts up to 20.
• By the end of Year 4 all pupils must know all multiplication and division facts to 12x12.

Pupils are permitted to self-assess their work where this will allow for quick identification of misconceptions so that these can be addressed in the lesson.

Home Learning

Children from Year 1 upwards are set a weekly maths task on MyMaths linked to learning that children have done in class that week. All pupils from Year 1 upwards also have access to Numbots and TimesTable Rockstars. Children regularly use these in school and are encouraged to use them at home to practise their number knowledge, addition and subtraction and times table knowledge.

Addition and Subtraction Calculation policy.pdf

Multiplication and Division Calculation policy.pdf