Maths

• Curriculum foundations: Our curriculum maps the National Curriculum programmes of study year-by-year. The progression ensures the National Curriculum objectives are covered by the end of the relevant key stage and is sequenced to allow connections to be made within and across units of work. This gives a clear, coherent route from Early Years to Year 6 so pupils build cumulative knowledge rather than fragmented topics.
• Lesson design: Teachers plan units using our skills progression document. Each unit deliberately sequences learning so pupils revisit prior knowledge, consolidate fluency, practise reasoning and apply skills in problem solving. Resources are chosen to teach specific skills precisely and to ensure that lessons are engaging and accessible for all pupils.
• Inclusive by design: Because we have a significant number of pupils with SEND in some cohorts, and high mobility with many in-year joiners, every unit includes universal quality-first teaching, scaffolded tasks, and short diagnostic checks so leaders and teachers can adapt learning quickly. Where needed, targeted small-group work follows evidence-based approaches and links directly back to classroom teaching.

• Mastery of Number & beyond: In Reception and KS1 we follow a consistent Mastery of Number approach to secure early number concepts. In KS2 we continue daily deliberate practice through Maths Blast/Natty Number routines to maintain and deepen foundational skills.
• Daily routines: Each day pupils receive short, focused practice aimed at automatic recall (number bonds, place-value facts, times tables) and strategic thinking (step counting, multiplicative structure).
• Multiplicative understanding: We explicitly teach repeated addition as the conceptual bridge to multiplication and use representations (arrays, grouping, number lines) so pupils develop a working understanding — not just rote recall.
• Times tables: We use our Natty Number sessions, incorporating multiplication foundation knowledge, step counting and chanting, alongside classroom teaching to secure quick recall. We recognising MTC performance as one indicator of multiplicative competence and as a diagnostic to focus further teaching. To support time tables at home, we also use Times Tables Rockstars to support families.

• Skills progression document: Our school-created progression shows the precise building blocks pupils need year-on-year. It makes explicit what pupils should know, what they practice, and how they apply skills in reasoning and problem solving.
• Fluency, reasoning and problem solving: Each teaching unit intentionally provides opportunities to build fluency, develop mathematical language and reasoning, and apply skills to non-routine problems. Tasks increase in demand so pupils practice transfer and deeper understanding.

• Ongoing checks: Daily and weekly retrieval activities, short diagnostic tasks and end-of-unit checks identify gaps rapidly so teachers can adapt planning and leaders can target support.
• Whole-school measures: We track term-on-term progress, attainment against age-related expectations and specific indicators (for example, MTC in Year 4 and mastery checkpoints) to show improvement across cohorts despite mobility.
• Targeted intervention: Assessment information feeds timely, evidence-informed interventions that link back to key gaps in foundational knowledge.

• Reception/KS1: A 10–15 minute Mastery of Number starter each day focused on subitising, number bonds or place value; adult-led small-group activities that practise the same skill at slightly different levels.
• KS2: A 10-minute Maths Blast or Natty Number routine to rehearse key facts, followed by a lesson that sequences fluency, guided reasoning and a short low-stakes problem-solving task. Select pupils receive short, precisely targeted retrieval activities afterwards.
• All classes: Clear modelling of mathematical language, use of manipulatives/representations, and a dedicated segment where pupils correct, edit and share their reasoning.

• Teaching excellence: The consistent, evidence-informed approach to automaticity and small-step sequencing raises expectations and improves pupil engagement and progress.
• Curriculum quality: While the progression constructs the sequence and targeted skills to cover, the teachers use resources from White Rose and NCETM to develop high quality questions, PPTs and classroom learning.
• Diversity & inclusion: Built-in scaffolds, retrieval checks and rapid diagnosis ensure pupils with additional needs and those joining mid-year receive high-quality access to the same ambitious curriculum.

Times Tables Rock Stars – Times Tables Rock Stars (ttrockstars.com)