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At Sauncey Wood, We aim to develop in all our pupils the ability to be fluent, reason and problem solve in mathematics.  We want them to be motivated and confident mathematicians who have a secure understanding across concrete, pictorial and abstract aspects of maths. 
We aim to provide pupils with opportunities to connect, consolidate and reinforce their maths skills within a broad and balanced yet purposeful curriculum. Whilst doing this, we also understand the importance of fluency in both arithmetic and times tables to ensure that children are able to access all areas of learning within mathematics.


Maths lessons take place every day.   From Reception to Year 6, pupils are provided with opportunities to develop and improve their skills in maths through experience and a variety of representations include concrete, pictorial and abstract.  The National Curriculum states that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. There is an understanding that 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.

In Reception, White Rose and NCETM is used to support teaching and learning.  In Years 1 to 6, the school’s medium term plans are based on the National Curriculum, Maths Mastery and HFL Essential Maths.  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.  Each half term pupils are tested on their arithmetic and instant recall of times table facts supported by TT Rockstars for practise.  In addition, they are tested on their reasoning skills each term.  
  • Resources

Each classroom has dedicated mixed resources, containing a variety of concrete resources, pictorial representations and reference grids. Manipulatives are consistent throughout the school and are encouraged to be used by all learners for fluency, reasoning and problem solving questions.

  • Arithmetic

Arithmetic strategies are taught in explicit lessons and these are revisited throughout the term to ensure that they are embedded.  Children are assessed every half term on their year appropriate arithmetic through a short test.  All children sit this test unless they are working significantly below their year group expectations. 

  • Times Tables

Children are assessed every half term on their year appropriate times tables through a short test that mirrors the expectation of the National Test at the end of Year 4.  All children sit this test unless they are working significantly below their year group expectations.  Times tables are re-visited throughout the term to ensure that they are embedded through Terrific timestables and TT Roclstars.

  • Reasoning and Problem Solving

Every child will be exposed to reasoning and problem solving questions at their level to ensure that they are applying their knowledge and able to use it in 'real-world' scenarios.

  • Teaching for Mastery

Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.  Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.

  • Vocabulary

We introduce children to new words in order to develop their mathematical understanding further. In the teaching of maths, children are encouraged and supported to identify synonyms for known mathematical terms and use correct terminology when describing mathematical concepts.  This is re-enforced through the use and repetition of stem sentences – a sentence structure including key vocabulary to explain a concept but missing variables that will change by question.  Key maths vocabulary is displayed on the working wall and accessible to all learners through use of pictorial representations when possible. 

  • Calculation Policy

The school Calculation Policy can be found on the school website.  This is followed throughout the school to ensure continuity in the progression of addition, subtraction, multiplication and division throughout all year groups.  Stages are not defined by year group as it is understood that children may be at different stages within their learning.  

Events and Activities to promote Maths​

  • Focused maths days

  • Visitors from ‘Real World’ professions where maths is applied

  • Parent workshops about the Calculation Policy


The school now has strong foundations to further develop Mastery in Maths.  We have a strong platform to build on targets identified in the School Development Plan including reasoning and procedural fluency.  

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