Maths

Subject Leader: Mrs Corbiere

Maths Policy (TBC)

  Maths National Curriculum

Purpose of study

• Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.
• It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
• 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.

Aims

The national curriculum for mathematics aims to ensure 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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

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 pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

(National Curriculum 2014)

Here is the link to download the Maths National Curriculum

National curriculum in England: mathematics programmes of study - GOV.UK (www.gov.uk)

Pupils should be taught to in Y3 and Y4

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 times table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Pupils should be taught in Y5 and Y6

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.

Our Maths Curriculum 

At Anston Park Juniors, our lessons are guided by three key principles that underpin all teaching and learning:

• Connections – New knowledge is most powerful when it links to what pupils already know. We always build on prior learning so that children can make sense of new ideas.
• Sequenced/step by step – Learning is broken down into clear, manageable steps. This reduces cognitive overload and ensures children can understand, remember and apply what they are taught.
• Clear/concise – Explanations and models are precise and purposeful. We place great importance on clear use of language so that all pupils can secure a deep understanding.

Our lesson design is structured around the Oak National Academy learning cycle, adapted to suit the needs of our children. Each lesson typically moves through two “small steps” of learning, with each cycle following the stages below:

Lesson Structure

• Revisit – Lessons begin by making links to prior knowledge. Teachers use an Oak National Academy questions to activate children’s long-term memory, revisiting vocabulary, models and representations that will support the new learning.
• Teach – A carefully chosen representation is introduced through a task that all pupils can access. Teachers ask questions such as “What do you see?”, “What do you notice?” and “What do you wonder?” to encourage children to think deeply, make connections and begin to construct meaning.  The new learning is taught explicitly and in small steps. 
• Practice – Teachers use Oak National Academy resources alongside concrete materials, worked examples and questioning to minimise cognitive load and reveal key concepts clearly and work through examples with the children until they are secure or ready to complete their learning independently. Teachers regularly assess understanding during the lesson, addressing misconceptions quickly and adapting their explanations where necessary.
• Apply – Pupils are given opportunities to apply their new learning through carefully sequenced tasks and activities. This practice strengthens recall and supports long-term retention.
• Review – Lessons end with a short summary where learning is revisited and key generalisations are agreed. An exit quiz may be used to check that pupils have secured the intended learning (introduced in 2026). Children receive feedback on their work, helping them to understand what they can already do well and where they need to improve. This will happen within the lesson and after the lesson eg through mop up or through marking. Teachers use this information to adapt teaching and ensure all learners are supported and challenged.

Calculation Policy

How do we teach maths/arithmetic/times tables?

Arithmetic Sessions

As part of our arithmetic lessons, we recognise the importance of children mastering key mathematical facts and recalling a range of mental strategies. We know that if children are not fluent in recalling specific facts and strategies, they will find it increasingly difficult to reason and problem solve. As a result of this, we spend 15 minutes , in Y3/4 twice a week and in Y5/6 3 times a week, rehearsing key facts and strategies to ensure children are able to apply these effectively when faced with mathematical problems. Children learn strategies and use concrete apparatus and pictorial representations to help them understand why a strategy will work and how to apply this to other calculations. We look at the mathematical structure of problems and don't solely focus on finding an answer. The teacher will model the strategy we expect the children to use, the children will be given a range of questions (where appropriate) for the children to apply the strategy to and finally they will mark the work with the children to ensure the strategy is understood. Sometimes, lessons may be purely practical or teachers may discuss a calculation and find strategies they can use to solve it before deciding on the most efficient. The children understand the value of these sessions and learning is linked back to the Maths lessons so children continually revisit the fundamental strategies and facts. 

The children will work on the following areas:

Rapid recall of:

• Counting, Number bonds/making 10/addition and subtraction facts,
• doubling and halving,
• multiplication and division facts
• deriving and using known facts,

Mental calculation strategies (addition and subtraction)

• Reordering (including finding complements)
• Counting on and back (including find the difference)
• Partitioning- requires secure knowledge of partitioning, recall of complements/number bonds etc
• Bridging (including making 1/10/multiples of 10/100/1000)
• Compensating and adjusting

Mental calculation strategies (multiplication and division)

• Doubling and halving
• Multiply/dividing by 10, 100 and 1000
• Deriving facts using inverse
• Multiplication and division (partitioning and commutative)

Y6

Will also focus on consolidating the four written methods including fractions,

Other (Fractions, percentages and BODMAS)

• Fractions of quantities
• Percentages of whole numbers
• Order of operation

On the Friday, an arithmetic review is completed by the children to enable them to rehearse skills they have learnt from the week and during the previous weeks to ensure they consolidate strategies and recall facts confidently and fluently (Retrieval Practice). This will allow facts and strategies to be recalled automatically to reduce the cognitive load. 

Times Tables

As a school, we value the importance of children learning their times tables and related division facts. These facts help the children to unlock many other areas of maths learning for example ratio and area. Also when fluent, it allows children to focus on the strategy needed for problem solving or reasoning instead of having to count on to find the relevant times tables. 

In school, we focus on teaching the conceptual understanding of times tables and what they mean in Y3 so children are really secure about how to represent a times tables in an array, that it is an equal group of and the difference between grouping and sharing. This forms the basis of our times tables and children apply this learning for the rest of their time in school. 

In Y4, the children will be participating in the KS2 Mastering Number Times Table with the Maths Hub. The approach focuses on making connections between tables and related division facts and look at using what they know to help them derive other facts eg if you know 5x6 = 30 you also know 6x6 (5x6+6)

Y4 KS2 Mastering Number Programme

Y4 will be taking part in the KS2 Mastering Number programme focussing on learning their times tables facts and division facts. This is in conjunction with the South Yorkshire Maths Hub. 

Y4 Overview of the programme 

Y3,5 and  6 approach

In Y3, 5, 6, each class, linked to the fluency document or gaps their class have, practise a table across one, two or three weeks.  Children are given fact cards and they group them into facts they know and facts they don't. The teacher assesses what the majority of the class knows and compiles a list of facts that the children will start their journey with. The children choral chant the tables, starting with the ones they know, each day and the end of a session, the children will complete a speed sheet with the table facts they know. This allows children to consolidate the facts they know and recall them at speed. Over the subsequent sessions, when the children are ready, a new fact is introduced. The children have rapid fire questions regarding the new fact and then choral chant the facts they know. They then complete the speed sheet at the end of the session. This continues until all facts have been learnt. Division facts are introduced when the Class Teacher thinks they are ready and these are then incorporated into the speed sheets. Once the children are fluent in this times tables, the class teacher will select a new times table and repeat the above steps. Every week children will look back at their fact cards to ensure that they revisit the times tables to ensure they move into their long term memory. 

In Y3/4 the children do 3 x sessions of times tables a week and in Y5/6 they do 2 x sessions a week as children are simply consolidating their tables and related facts.

Here is an example of the choral counting your child will do in school.

Class Teachers teach the tables for four days and on Thursday and Friday the children are given 3 minutes to complete 60 questions on the Time Table Rockstar sheet. The challenge is to complete the sheet as quickly as they can to gain the coveted Rock Hero status. You can help your child by encouraging them to play at home on the website on the Garage section as they can practise the times table they are working on in school. School competitions take place termly, where classes take on other classes in school to become the Times Table Champions. 

Below is an example of the way the TTRockstars are presented. The children need to try and beat their time each week. The ultimate aim is to answer all of the questions in less than 1 minute. 

Click on the image below to go to the TTRockstars website. Children will have their usernames and passwords within the first week of school. 

Maths Lessons

The school are continuing to develop the mastery approach to the teaching of maths. This involves the children being exposed to teaching that develops a deep understanding of mathematical concepts through the use of practical apparatus and uses visual representations to support them (CPA model of teaching). The children are encouraged to think deeply about concepts and make connections which are guided by the teachers. The learning is interlinked across the learning journey and they see the concepts in a variety of contexts (variation) which enable children to 'master' their mathematical thinking. Where differentiation is needed, the children are given learning that will meet their needs or enabling prompts (scaffolds) will be given to support them when accessing the task.  Children will constantly deepen their learning both within a lesson and as part of the learning journey. 

We have been working on providing children with more problem solving/reasoning activities in their learning as this encourages them to apply their learning across a range of contexts. It also encourages the children to reason with number which is a key driver in the maths curriculum. The children are also encouraged to explain how they have calculated the answers to some questions as this also encourages the children to further deepen their understanding. In their independent learning, children have access to a Task 1: Fluency type activity and a Task 2: Thinking Deeper activity.

Children are encouraged to correct their mathematical errors using a green pen. The green pen shows the teacher that the children have responded to their marking and corrected the errors they have made. Sometimes prompts will be given to aid the corrections, they may be pulled together into a group if children have similar misconceptions or the children may simply have made errors in their calculations so they can put it right independently. The children complete their green pen edits before the next maths lesson eg at the start of the day or at the start of the maths lesson.

 Scheme of Learning

Long Term Plan (LTP)

The school has formulated alongside the Oak Academy Scheme (linked to the NCETM prioritisation)a Long Term Plan for each year group to follow. This is subject to change depending on the needs of the children as some blocks may be longer or shorter depending on the capabilities of the children within the block. 

 Calculation Policy

The calculation policy has been produced to ensure that there is progression in the four methods and enable children to be prepared for High School. Children will be taught age appropriate methods, linked to the Calculation Policy below. Although we aim for all children to be at the same stage by the time they leave Anston Park, some children may be working at different stages depending on their mathematical capabilities.

Below is a parent friendly overview of the methods your child will be taught in school. Again, this is a working document and will be refined and reviewed at the end of each academic year.

Assessment

Children are assessed using the NTS tests in both the Spring and Summer terms. The outcomes from these assessments are carefully analysed, and any gaps or misconceptions identified are fed back into the maths curriculum to inform future planning. Alongside this, staff carry out ongoing formative assessments, reviewing how pupils have engaged with each teaching block and how well they have demonstrated their understanding in their books.

Before children start a new unit of learning, they will complete a pre-assessment using the ‘example assessment questions’ from the previous year/unit *New for 2026) This will focus on the essential skills, knowledge and understanding that children need from the previous year group(s) to enable the teacher to ascertain the starting points and any gaps in knowledge so that all children are ready to progress onto the new learning.

Parent Support

Although the school does not use the White Rose Scheme of Learning, they have produced a series of home videos to support your child in each aspect of the maths curriculum which are still applicable when supporting parents in the new methods we use. They are very visual and use the CPA model of teaching. They will talk through strategies and model the way problems can be approached. Simply click on the link below and then click on the year group of your child. Look for area of Maths you are looking for support with and click on the link. 

https://whiterosemaths.com/for-parents/maths-with-michael/