Subject Vision and Intent 

The National Curriculum for Maths aims to ensure that all children:

• Become fluent in the fundamentals of Mathematics
• Are able to reason mathematically
• Can solve problems by applying their Mathematics to a variety of routine and non-routine problems, with increasing sophistication.

At Almond Hill, we want our pupils to understand that maths is an interconnected subject and to give them the skills to be able to solve problems they may face in the real world.  They should also apply their mathematical knowledge to science and other subjects.

You can view the Subject Leader Profile on Our Curriculum page.

Long Term Plans 

Fluency

Across the school, we identify and address gaps in pupils’ understanding through regular, short fluency sessions, which take place at least three times a week. These sessions are carefully planned using information from ongoing assessments and are designed to revisit key concepts, strengthen number fluency and address any problems promptly. This approach helps ensure that pupils build confidence and secure foundations in maths before moving on to new learning.

In Year 6, assessment information is analysed in greater depth using data analysis tracking sheets. These help teachers to identify common areas of difficulty or misunderstanding across the cohort. Learning is then tailored to target these specific areas, allowing pupils to revisit and practise key skills in a focused way. This ensures that teaching is responsive to pupils’ needs and supports them in developing the knowledge and confidence required in preparation for the end-of-key-stage SATs.

Multiplication Tables (times tables)

Secure knowledge of times tables is essential for success in maths. When children can quickly recall multiplication facts, they are able to focus on problem-solving and reasoning rather than basic calculations.

Times tables support many areas of maths, including division, fractions and percentages. Regular practice helps build fluency, confidence and accuracy, preparing children to access more challenging mathematical concepts as they progress through school.

TT Rockstars

Children are expected to practise their times tables regularly using the TTRockstars website at home – this may be given as part of a child’s homework.  Tournaments and battles are set by class teachers to encourage use of this tool including year group or Key stage phase battles as well as battles against the teachers!

Year 4 Multiplication Tables Check (MTC)

The Multiplication Tables Check (MTC) is a statutory assessment for all Year 4 pupils in state-funded schools in England.

The check assesses pupils’ ability to quickly recall multiplication facts up to 12×12 through a set of 25 timed questions. Secure times table knowledge is essential for success in mathematics and the MTC helps schools identify pupils who may need additional support to develop this important skill.

More information on the MTC can be found here: https://www.gov.uk/government/collections/multiplication-tables-check

Additional information for parents: https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents

Supporting at Home

Maths in the Wider World

Maths isn’t just something we do in school. It’s all around us! Helping children see maths in everyday life can make it fun and meaningful and supports their confidence and understanding.

You can support your child at home in simple ways, such as:

• Cooking and baking: Measuring ingredients, doubling recipes or dividing portions.
• Shopping: Calculating totals, working out change or comparing prices.
• Time and schedules: Reading clocks, planning journeys or timing activities.
• Games and puzzles: Board games, card games or logic puzzles that involve counting, strategy, or patterns.
• Practical problem solving: Estimating quantities, measuring furniture or helping with DIY projects.

Even short, everyday activities can help children practise skills like addition, subtraction, multiplication, division, fractions and reasoning. The more children see maths as part of their world, the more confident and curious they become learners.

Games and Websites 

TTRockstars - https://play.ttrockstars.com/auth/school/student

BBC Bitesize - https://www.bbc.co.uk/bitesize/articles/zdjkjfr

Top Marks - https://www.topmarks.co.uk/maths-games/7-11-years/ordering-and-sequencing

Inclusion and SEND

At our school, we believe every child can succeed in maths. We are committed to ensuring that all pupils, regardless of ability or background, can access the curriculum and develop confidence in maths.

We recognise that some children may face barriers to learning, whether due to specific learning needs, gaps in prior knowledge or other challenges. Teachers provide tailored support, small group interventions and practical resources to help every child engage with maths and reach their potential.

Our goal is to create an inclusive learning environment where every pupil feels supported, valued and able to enjoy and succeed in maths.

Year 6 SATs Preparation

Assessment

Children are assessed formatively through ongoing teacher assessment during lessons, including the use of questioning and observation to check understanding and identify next steps. This allows teachers to adapt learning and provide support or challenge where needed.

Summative assessments take place regularly to monitor progress over time. These are carried out termly in the lower school and half-termly in the upper school, helping teachers to identify strengths and areas for development.

Children are encouraged to challenge themselves and to focus on improving their own understanding, particularly in more challenging areas. Progress and effort are celebrated, both individually and as part of teams, to promote a positive and motivating approach to learning.

Whole school assessment data is collected and analysed to track progress term on term and year on year. This ensures that every child’s development is monitored carefully and that teaching and support can be adapted to meet pupils’ needs.