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"Leaders have focused on improving maths since the last inspection.  The teaching of maths is strong.  Pupils learn basic skills well and have secure knowledge of mental arithmetic.  All pupils gain a good understanding of different mathematical concepts.  This includes pupils with SEND'. Ofsted 2019 

Children at Scholes are taught maths through a Mastery approach. We believe that every child can do Maths, and can achieve well. We want to encourage this generation of mathematicians to be excited about maths, and to apply their maths skills to their everyday lives. We want them to see the importance of maths, as well as the fun it can bring.

White Rose Maths

Our school is working closely with White Rose Maths to support the delivery of our Maths curriculum. We are in our second year of the Teaching for Mastery program which has involved working closely with partnership schools to embed mastery in our school. Last year, we had the opportunity to observe a Shanghai lesson where we saw the importance of quick recall and deepening understanding of maths concepts. This year, we have joined a Greater Depth Work Group to further explore the opportunities we can use to promote greater depth to more of our children. 

Morning Maths

Children come into school every morning to a Morning Maths session. They spend the first 20 minutes of their day revisiting previously taught concepts to reason, solve problems and practice recall. Revisiting concepts after they have been taught helps them move into the long term memory, and supports children to keep hold of those skills in order to build on them.

Lesson Design

Teachers plan lessons that are coherent and build on prior learning, giving children the best possible opportunities to master concepts, and our Maths lessons are accessible for all. Children are challenged through reasoning and problem solving tasks, and are supported through mixed ability groupings, pre-teaching and same day interventions.

Lessons are designed with a ‘ping pong’ structure. Teaching and learning is back and forth from the teacher to the children, and assessment is constant. Progress within lessons is measurable though the very careful tasks set by teachers, who will allow more practice of fluency through ‘1 star’ tasks, and an element of challenge through the ‘2 star’ tasks. Children’s Mathematical Thinking is developed in every single maths lesson, and vocabulary plays a huge part. In order to explain their thinking, teachers model correct mathematical vocabulary, and expect children to be using this in their explanations. 

Key Instant Recall Facts (KIRFs)

We believe that children who are able to quickly recall maths facts are better equipped to solve problems and reason more efficiently. We practice recall every day in Morning Maths sessions, and from next half term will send out KIRF cards each half term to inform parents of the recall facts for that half term. We encourage parents to support us with this and practice as much as possible at home.

All Key Stage 2 children have a TT Rockstars login. They are competing to have the highest number of correct answers at the fastest speed. They can practice at home and in school and winners are announced in assembly and on the weekly Newslettter. 


Key Stage 1 children can practice their KIRFs on Conker Maths, another online program for quick, timed recall of age appropriate number facts.



Due to the nature of teaching maths in this way, teachers are very aware of children’s understanding of maths, the misconceptions they might have or the gaps that might have developed over time. Teachers do not wait until a formal assessment to address any of this, and instead, children will immediately engage in pre-teaching or same day intervention.

Teachers use end of block assessments as a tool to check understanding after a block is complete, however, they will complete this a few weeks into the next block. Again, this is to support the move into the long term memory.

Pupils in Years 2-6 complete a short half-termly online assessment using the ‘STAR Maths’ programme, which gives teachers a scaled score and enables teachers to track progress through the year to ensure each child remains on track.

Pupils in Years 1-6 also complete termly written assessments (White Rose Maths) which consist of an age-appropriate reasoning paper and an arithmetic paper.

Foundation Stage

Our children begin their mathematical journey in Nursery, where they are given plenty of opportunities to explore number, shape, space and measures through Numberblocks, Numicon, Dragon Maths and real life examples. Children use lots of practical resources to visualise the early maths concepts, and teachers are confident to embed this within the continuous provision through play. Children are taught STEM sentences from very early on to help them to explain their mathematical thinking and develop their Maths Talk. Subitising is a very important skill in nursery, and we place high importance in children being able to see a quantity without the need to count it.

In Reception, children continue to use lots of practical resources and begin to represent their ideas, introducing the 10 frame and the part-part whole model. Children use lots of mathematical vocabulary to explain addition and subtraction number problems, and practice early maths concepts like ‘odd one out’ and ‘spot the difference’ in their morning maths sessions.

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