Maths at Kexborough Primary School
3, Intent
At Kexborough Primary, our intent is to provide a high-quality mathematics education that fosters a deep understanding of mathematical concepts and skills. We aim to create confident, resilient learners who can think critically, solve problems, and apply their mathematical knowledge in real-life situations. Through a mastery approach, we ensure that all children, regardless of their starting points, have the opportunity to grasp core concepts, fostering fluency, reasoning, and problem-solving skills. Our curriculum is designed to meet the National Curriculum objectives while nurturing a love of mathematics that lasts a lifetime.
Implementation
We are now in our third year of the NCETM Teaching for Mastery Programme, focusing on sustaining mastery across the school. Leaders and staff take part in teacher research groups within this programme, continually reflecting on and refining our approach to teaching mathematics to ensure it remains effective and engaging for all pupils.
We follow NCETM small steps for teaching mathematics, using these detailed progression points to ensure a thorough understanding of mathematical concepts. To support this approach, we use the National Oak curriculum lessons, which provide structured resources and activities aligned with these small steps. While most year groups are following NCETM materials, our Year 6 pupils are still following the National Curriculum. This is our first year using NCETM resources, and we plan to introduce Year 6 to NCETM in the next academic year although in preparation for the full implementation, we will begin integrating these resources this year, where appropriate, aligning them with our current long-term plans wherever clear links exist. In Year 6, RTP (Ready to Progress) objectives are covered before the National Curriculum objectives. These RTP objectives are prioritised to ensure that pupils have a solid foundation and are fully prepared for end-of-year assessments and the transition to secondary education.
In Key Stage 1, we implement the Mastering Number programme, focusing on building number fluency. This continues into Key Stage 2 in Years 3, 4 and 5, ensuring continuity and progression in children’s understanding of number concepts.
In Years 1-4, the first two lessons of each half term focus on times tables, in line with our school’s and Trust's multiplication policy. To further reinforce this, we use Times Tables Rockstars (TTRS) as part of homework, helping children build speed and accuracy with multiplication facts.
We incorporate manipulatives (practical maths tools) and visual aids, including ICT resources such as Braining Camp, as part of everyday teaching to support conceptual understanding and engagement.
We practice arithmetic skills through our "10 or 5 a day" exercises, which consist of 5 or 10 arithmetic questions designed with procedural variation and varied fluency. These questions encompass all four basic operations and are tailored to the needs of the children, as identified through formative and summative assessments. This practice helps build both stamina and accuracy in arithmetic skills.
Precise mathematical vocabulary is displayed on maths working walls in every classroom and is consistently referred to during lessons. Staff are encouraged to use their professional judgment when determining the length of units, guided by the NCETM curriculum maps to ensure all children master key concepts. Teaching is monitored and supported by the subject leader, Senior Leadership Team (SLT), and trust leaders through regular lesson observations, planning and book scrutiny, and pupil voice discussions.
We assess children's progress through regular and varied methods. In addition to ongoing teacher assessments, we use NFER tests each term to track pupils' progress and conduct half-termly arithmetic tests to ensure fluency in fundamental mathematical skills. Our assessment is also informed by NCETM small steps, allowing us to ensure a detailed and precise understanding of each child’s progress through the curriculum.
EYFS
In the Early Years Foundation Stage (EYFS), we align our teaching with the Development Matters framework and the Early Learning Goals (ELG) to support children's mathematical development. Maths is taught through a blend of group/whole class teaching and independent learning through play in provision. Specifically, Number is taught daily for 15 minutes using the Mastering Number Programme and resources such as Numberblocks.
The progression documents for Foundation Stage 1 and Foundation Stage 2 can be seen below.
At Kexborough Primary, our intent is to provide a high-quality mathematics education that fosters a deep understanding of mathematical concepts and skills. We aim to create confident, resilient learners who can think critically, solve problems, and apply their mathematical knowledge in real-life situations. Through a mastery approach, we ensure that all children, regardless of their starting points, have the opportunity to grasp core concepts, fostering fluency, reasoning, and problem-solving skills. Our curriculum is designed to meet the National Curriculum objectives while nurturing a love of mathematics that lasts a lifetime.
Implementation
We are now in our third year of the NCETM Teaching for Mastery Programme, focusing on sustaining mastery across the school. Leaders and staff take part in teacher research groups within this programme, continually reflecting on and refining our approach to teaching mathematics to ensure it remains effective and engaging for all pupils.
We follow NCETM small steps for teaching mathematics, using these detailed progression points to ensure a thorough understanding of mathematical concepts. To support this approach, we use the National Oak curriculum lessons, which provide structured resources and activities aligned with these small steps. While most year groups are following NCETM materials, our Year 6 pupils are still following the National Curriculum. This is our first year using NCETM resources, and we plan to introduce Year 6 to NCETM in the next academic year although in preparation for the full implementation, we will begin integrating these resources this year, where appropriate, aligning them with our current long-term plans wherever clear links exist. In Year 6, RTP (Ready to Progress) objectives are covered before the National Curriculum objectives. These RTP objectives are prioritised to ensure that pupils have a solid foundation and are fully prepared for end-of-year assessments and the transition to secondary education.
In Key Stage 1, we implement the Mastering Number programme, focusing on building number fluency. This continues into Key Stage 2 in Years 3, 4 and 5, ensuring continuity and progression in children’s understanding of number concepts.
In Years 1-4, the first two lessons of each half term focus on times tables, in line with our school’s and Trust's multiplication policy. To further reinforce this, we use Times Tables Rockstars (TTRS) as part of homework, helping children build speed and accuracy with multiplication facts.
We incorporate manipulatives (practical maths tools) and visual aids, including ICT resources such as Braining Camp, as part of everyday teaching to support conceptual understanding and engagement.
We practice arithmetic skills through our "10 or 5 a day" exercises, which consist of 5 or 10 arithmetic questions designed with procedural variation and varied fluency. These questions encompass all four basic operations and are tailored to the needs of the children, as identified through formative and summative assessments. This practice helps build both stamina and accuracy in arithmetic skills.
Precise mathematical vocabulary is displayed on maths working walls in every classroom and is consistently referred to during lessons. Staff are encouraged to use their professional judgment when determining the length of units, guided by the NCETM curriculum maps to ensure all children master key concepts. Teaching is monitored and supported by the subject leader, Senior Leadership Team (SLT), and trust leaders through regular lesson observations, planning and book scrutiny, and pupil voice discussions.
We assess children's progress through regular and varied methods. In addition to ongoing teacher assessments, we use NFER tests each term to track pupils' progress and conduct half-termly arithmetic tests to ensure fluency in fundamental mathematical skills. Our assessment is also informed by NCETM small steps, allowing us to ensure a detailed and precise understanding of each child’s progress through the curriculum.
EYFS
In the Early Years Foundation Stage (EYFS), we align our teaching with the Development Matters framework and the Early Learning Goals (ELG) to support children's mathematical development. Maths is taught through a blend of group/whole class teaching and independent learning through play in provision. Specifically, Number is taught daily for 15 minutes using the Mastering Number Programme and resources such as Numberblocks.
The progression documents for Foundation Stage 1 and Foundation Stage 2 can be seen below.
Impact
By the end of each key stage, our children develop a deep and secure understanding of mathematical concepts that prepare them for the next phase of their education. Pupils are confident in using mathematical language, reasoning, and problem-solving strategies. Our mastery approach ensures that all children are challenged appropriately, with intervention in place for those who need additional support.
Assessment data shows strong progression across the school, with pupils demonstrating both conceptual understanding and procedural fluency. Our approach equips children with the mathematical skills they need for future success, both in their education and in real-life situations.
By the end of each key stage, our children develop a deep and secure understanding of mathematical concepts that prepare them for the next phase of their education. Pupils are confident in using mathematical language, reasoning, and problem-solving strategies. Our mastery approach ensures that all children are challenged appropriately, with intervention in place for those who need additional support.
Assessment data shows strong progression across the school, with pupils demonstrating both conceptual understanding and procedural fluency. Our approach equips children with the mathematical skills they need for future success, both in their education and in real-life situations.
| cp-map-year-1.pdf |
| cp-map-year-2.pdf |
| cp-map-year-3.pdf |
| cp-map-year-4.pdf |
| cp-map-year-5.pdf |
| year_6.docx |
Multiplication Tables Check
The Multiplication Tables Check (MTC) was officially announced by the Department for Education (DfE) in September 2017. It has been compulsory for children in Year 4 since the summer term of 2022.
Primary-school children are expected to know all their times tables up to 12x12. Under the current National Curriculum, children are supposed to know their times tables by the end of Year 4, but until now they were not formally tested on them other than through multiplication questions in the Year 6 maths SATs.
How will children be tested?
* Children will be tested using an on-screen check (on a computer or a tablet), where they will have to answer multiplication questions against the clock.
This was the first test that was computerised in primary schools. Calculators and wall displays that could provide children with answers will be removed from the room the MTC is taking place in.
* The test will last no longer than 5 minutes and is similar to other tests already used by primary schools. Their answers will be marked instantly.
* Children will have 6 seconds to answer each question in a series of 25. Each question will be worth one mark and be presented to the child in this format:
n1 x n2 = ____
* Questions will be selected from the 121 number facts that make up the multiplication tables from 2 to 12, with a particular focus on the 6, 7, 8, 9 and 12 times tables as they are considered to be the most challenging. Each question will only appear once in any 25-question series, and children won't be asked to answer reversals of a question as part of the check (so if they've already answered 3 x 4 they won't be asked about 4 x 3).
Once the child has inputted their answer on the computer / device they are using, there will be a three-second pause before the next question appears. Children will be given the opportunity to practise answering questions in this format before the official check begins.
The six-second time limit per question has been decided on by the DfE because it should allow children enough time to demonstrate their recall of times tables without giving them the time to work out the answers to each question.
Primary-school children are expected to know all their times tables up to 12x12. Under the current National Curriculum, children are supposed to know their times tables by the end of Year 4, but until now they were not formally tested on them other than through multiplication questions in the Year 6 maths SATs.
How will children be tested?
* Children will be tested using an on-screen check (on a computer or a tablet), where they will have to answer multiplication questions against the clock.
This was the first test that was computerised in primary schools. Calculators and wall displays that could provide children with answers will be removed from the room the MTC is taking place in.
* The test will last no longer than 5 minutes and is similar to other tests already used by primary schools. Their answers will be marked instantly.
* Children will have 6 seconds to answer each question in a series of 25. Each question will be worth one mark and be presented to the child in this format:
n1 x n2 = ____
* Questions will be selected from the 121 number facts that make up the multiplication tables from 2 to 12, with a particular focus on the 6, 7, 8, 9 and 12 times tables as they are considered to be the most challenging. Each question will only appear once in any 25-question series, and children won't be asked to answer reversals of a question as part of the check (so if they've already answered 3 x 4 they won't be asked about 4 x 3).
Once the child has inputted their answer on the computer / device they are using, there will be a three-second pause before the next question appears. Children will be given the opportunity to practise answering questions in this format before the official check begins.
The six-second time limit per question has been decided on by the DfE because it should allow children enough time to demonstrate their recall of times tables without giving them the time to work out the answers to each question.
MTC : Workshop
In January 2025, we held a workshop with regards to the MTC (Multiplication Tables Check) that children in Year 4 will take part in during the month of June. Lots of information around the check was shared as well as information about how we approach the teaching of times tables and practical strategies for supporting children at home with this essential knowledge.
The Powerpoint that was shared in the workshop is below
The Powerpoint that was shared in the workshop is below
