Dronfield Junior School

Dronfield Junior School
Reaching Potential


Glossary for the programmes of study for Maths

"Without mathematics, there is nothing you can do. Everything is mathematics.  Everything is numbers."

Shakutala Devi

Our Maths Lead is Mrs N Wright

Maths Intent

At Dronfield Junior School, we provide opportunities for all children to have the skills required to flourish and shine as a mathematician and prepare them for their future. In lessons, teaching equips children to develop into mathematicians who are confident with number, shape and measure. Our school aims to create well-rounded, confident and independent mathematicians.  We know it is also important to establish a secure gasp of mental maths skills, multiplication tables and formal written methods, inspiring children to take learning risks and develop resilience when tackling mathematical problems. We strive to develop learners who are confident in applying their mathematical skills to real life concepts. Our work includes widening children’s mathematical vocabulary, and use this to overcome and reason with mathematical problems.

Maths Implementation

We follow a clearly sequenced and progressive program of study based on the National Curriculum objectives using the White Rose scheme of learning. All members of staff strive for high quality teaching that meets individuals needs. We do this through a commitment to the use of the mastery approach to teaching maths, aiming at making progress accessible for all. Tasks can be differentiated through use of manipulatives, concrete apparatus or outcome objectives.

Throughout children’s learning, we continue to develop use of concrete apparatus and manipulatives to support each pupil in their learning. Following whole class learning, same day interventions are used to target children who require it, as identified by staff. They may take the form of ‘maths conferences’ or intervention groups. The focus of these is to work towards children’s individual maths targets, which are tracked and monitored in each child’s ‘maths journal’.  For some children, Power of 1 or Power of 2 may also be used to work towards these targets for development.

Vocabulary is consistent across Maths lessons, modelled by staff and shared with children. We also provide opportunities outside Maths lessons, such as cross-curricular links and TTRS challenges. In particular, TTRS feeds into our whole school focus on teaching times tables and corresponding division facts. In classrooms, Maths displays support methods, unit of work and vocabulary.

Maths is valued and taught daily within classrooms, and is marked by teachers using our school’s ‘no written marking’ framework. Formal assessments take place using PUMA tests and end of KS2 SATs papers to help inform teachers about children’s progress. 

Maths Impact

Our children demonstrate a love of mathematical skills and can apply these different contexts, both in specific maths lessons and across the curriculum. We model a love of maths and promote an enjoyment of maths lessons and love of problem solving.

Through our maths teaching, children have a secure knowledge of how to use formal written methods, in addition to having strong mental maths skills and rapid recall of timetables.

We also provide opportunities for children to apply their mathematical knowledge to other areas of the curriculum, such as Science, computing or topic work. The school equips children to confidently apply their mathematical knowledge to problem solving and be confident in their independent work.

Following the promotion and modelling of mathematical language, children talk confidently about mathematics using accurate vocabulary.

Maths Progression map

Websites we use in Maths: