A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through fluency, reasoning and problem solving activities.


Children will:

  • develop fluency in the fundamentals of mathematics, through varied and frequent practice, in order to recall and apply knowledge accurately and rapidly.
  • use appropriate mathematical language in order to reason mathematically.
  • solve problems with ever-increasing sophistication, by breaking down problems into a series of simple steps, and show resilience and perseverance in seeking solutions.


Concrete, Pictorial and Abstract

Concrete-Children have the opportunity to use concrete objects and manipulate them to help them understand and explain what they are doing

Pictorial- Children then build on this concrete approach by using pictorial representatives, which can then be used to reason and solve problems

Abstract-Children can then move to an abstract approach using numbers and key concepts in confidence.

Children’s conceptual understanding and fluency is strengthened if they experience concrete, visual and abstract representations of a concept during a lesson. Moving between the concrete and the abstract helps children to connect abstract symbols with familiar contexts, thus providing the opportunity to make sense of, and develop fluency in the use of, abstract symbols.


  • Quick recall of facts and procedures.
  • The ability to recognise relationships and make connections in Maths.
  • The flexibility and fluidity to move between different contexts and representations of mathematics.
  • Summative assessment takes place at the end of each term and children’s progress and attainments is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis. Teaching of Maths is monitored through lesson observations, book scrutinies and pupil interviews.

    A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas and can independently apply the concept to new problems in unfamiliar situations.

    Maths in our School!

    Our Curriculum

    Year One

    Year Two

    Year Three

    Year Four

    Year Five

    Year Six


    EYFS/Reception Class

    To count in multiples of 10

    Year 1

    To count in multiples of twos, fives and tens

    Year 2

    To recall and use multiplication and division facts for the 2, 5 and 10 times table.

    Year 3

    To recall and use multiplication and division facts for the 3, 4 and 6 multiplication tables.

    Year 4

    To recall multiplication and division facts for the 7, 8, 9, 11 and 12 multiplication tables.

    Year 5

    To recall multiplication and division facts for all multiplication tables from 1 to 12.

    Multiply and divide numbers mentally drawing upon known facts e.g. 30 x 40, 70 x 80, 0.7 x 6

    Year 6

    To recall multiplication and division facts for all multiplication tables from 1 to 12.

    To perform mental calculations, including mixed operations and large numbers.


    Why are times tables important?

    You would be amazed at how much of our maths at school and in real life is based on tables. It is important that your child knows all of their times tables (up to 12x12) by the end of Year Four.

    Year 4 Multiplication Check

    Children will be tested using an on-screen check (using iPads), where they will have to answer multiplication questions against the clock.

    Children will have 6 seconds to answer each question in a series of 25 questions.

    The expectation is that pupils should be able to get all 25 questions correct given the time allowed.

    Websites for practice:

    Emmaus CMAC
    St Ambrose Catholic Primary School Ofsted
    A School Life Website
    School Life iOS Mobile Application
    School Life Android Mobile Application