• Mathematics
  • Written Calculation Policy
  • Mathletics



At Lord Blyton we provide a high quality mathematics education. Mathematics is essential to everyday life; it is necessary for financial literacy and most forms of employment. It is also critical to understanding science, technology and engineering. It is therefore vital that we provide a foundation of understanding of mathematics and the ability to reason with mathematics, an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.

We follow the National Curriculum for mathematics which aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have the ability to recall and apply their knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which our pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study, which are what a school must teach by law are organised into distinct areas of maths. Pupils must be able to make connections between them and be able to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems. They also need to be able to apply their knowledge across other subjects.

The Programmes of study are as follows:

Number: Number and place value.

Number: Addition and subtraction

Number: Multiplication and division

Number: Fraction


Geometry: Properties of shapes

Geometry: Position and direction


There is the expectation that as the new curriculum becomes more embedded, the majority of pupils will move through the Programmes of study at the same broad pace. However there will always be pupils that do not progress at the same pace as others and so rapid intervention is provided. Similarly, we aim to challenge those children who grasp concepts more readily, with rich and challenging mathematics to increase the depth of their understanding.



Although not one of the prime areas of development in the Early Years Foundation Stage we recognise the importance of mathematics as our children progress through our school. We embed mathematics into our everyday routine and in our continuous provision as well as having some adult led sessions for small group time. We believe in children realising that mathematics is needed for everyday life and teach mathematics through an active approach.

In the ‘Development Matters’ curriculum we focus on 2 areas of mathematics which are number and shape, space and measures.

Below are ways in which we promote mathematics in nursery (including our 2 yr provision)

  • Number rhymes and songs with props and puppets support early counting skills, subtraction skills and number recognition.
  • We want children to realise numbers are all around and serve a purpose. We take our children on number walks to find numbers in their environment. Recognising numbers on doors, buses, cars etc promotes number recognition. We also have numbers displayed throughout the indoor and outdoor classroom.
  • Our welcome time routine embeds number when discussing the date. Children are aware of mathematical language such  as ‘what is one more than? Again number recognition is needed here.
  • We promote counting in a variety of ways such as counting the children present today, counting out the fruit at snack time or counting the children left on the carpet at home time.
  • We incorporate mathematics with our prime areas also such as Physical development. For example counting the number of hops, skips and jumps, counting the numbers of skittle knocked down or how many times we could get the ball through the hoop.
  • We take part in lots of cooking activities which promotes counting the number of ingredients and weighing out the ingredients.
  • In our 3yr old nursery we have a specific maths area also which provided twice weekly challenges.
  • Through play we encourage the use of mathematical vocabulary covering shape, size, number and measurement. Vocabulary such as big, biggest, small, smallest, tallest, more, less etc.
  • By providing lots of sensory activities with different sized equipment we promote filling and emptying which is the beginnings of looking as capacity. This is where we can introduce language such as full and empty. In our 3-4 year old nursery we even talk about ‘half full’ which is the beginnings of early fractions.
  • We provide lots of open ended resources in order for children to sort according to their properties.
  • Resources such as shape sorters and jigsaws not only help to develop fine motor skills but help children to recognise shape and space.
  • For our youngest children the use of a visual timetable and structured routine enables children to anticipate different times of the day and begin to understand the aspect of time.

Reception Through to Year 6

Daily maths lessons in every year group provide children with quality first teaching, based on the 2014 curriculum. We place a huge emphasis on number in the first term, as it is imperative that children have the necessary number knowledge and skills if they are to apply them successfully within the other areas of mathematics.

A calculation policy is used consistently, enabling children to grow in confidence and efficiency as they move throughout the school. This, along with the maths curriculum for each year group, is available for parents and carers on the school website.

A CPA approach is used wherever possible, to enable children to make strong connections between the concrete, pictorial and abstract concepts of mathematics.

There is a consistent approach to marking, with closing the gap models and prompts, and questioning and challenge opportunities provided.

A KIRF (key instant recall facts)  program has been introduced, so each year group focuses on a specific objective each half-term. The aim of this is to  aid our children to develop fluent recall of essential number bonds, times tables facts and related division facts, etc., which will enable them to tackle more complex problems much faster and with growing accuracy.

Mathletics is used throughout the school which is an online interactive program. Each child has their own user name and password, giving them access both at home and at school. This is used to quicken their mental recall (Live Mathletics) and also to introduce, develop and consolidate topics being taught in the classroom). In addition to this, RM Maths is used daily by the key stage 1 children, encouraging their independence.

Pupil Premium funding has been used to ensure that all classes have additional classroom support during at least some of their maths lessons as well as during an afternoon. This enables effective intervention to take place to meet the children’s needs. If it is apparent that a child has not understood or needs further consolidation and practice, this can be done by either the teacher or the teaching assistant in the next lesson.

Intervention is relevant. Rather than a scheme being relied upon, teachers assess children’s learning within lessons and provide necessary support quickly to close the gaps. Ongoing targets such as quickening mental recall of number facts are addressed regularly through providing lots of opportunities to practise and consolidate.

Assessment grids are being used in years 1-6 to assess children’s progress against the new end of year expectations. An “emerging, developing, secure” system is being trialled to assess those working below, within or above the end of year expectations.  These are shared with children so that they are aware of the learning they are doing and the progress they are making.

Mathematics is used and applied in the wider curriculum, e.g. science and topic work,  with some areas such as statistics being mainly taught in these lessons so that children are able to make links and give a real-life context to the skills from the off-set. We also do craft fairs and enterprise days where children have to buy, make and sell merchandise to make a profit. Again, this gives a real purpose to the mathematics they are doing.

Booster sessions are offered in the Spring term to children who have been identified as potentially not meeting their expected targets. This includes sessions for more able pupils to be supported to work at greater depth.

How do we know that we are teaching Mathematics  well at Lord Blyton School?

At the end of the Early Years Foundation Stage in the summer of 2015 87% of the pupils had reached a Good Level of Development compared to 75% of children nationally in number.

All of the girls in the cohort, 100% of them had a Good Level of Development compared to 78% of girls nationally.

For the boys 75% had reached a Good Level of Development compared to 71% nationally.

Our FSM children(Free School Meals) also performed well compared to the national average. 86% had a Good Level of Development compared to 60% nationally.

All of the above are above the national average for boys and girls nationally although boys were lower than girls due to the nature of this cohort.

Early Years Foundation Stage in the summer of 2015 87% of the pupils had reached a Good Level of Development compared to 79% of children nationally in shape, space and measure.

All of the girls in the cohort, 100% of them had a Good Level of Development compared to 83% of girls nationally.

For the boys 75% had reached a Good Level of Development compared to 76% nationally.

Our FSM children(Free School Meals) also performed well compared to the national average. 86% had a Good Level of Development compared to 65% nationally.

All of the above are above the national average except for boys which was 1% lower than the national average.

For the majority of our children, they are at age related expectations. For those who need some additional support these children are highlighted at our transition meetings between the teachers and intervention is planned in year 1. All our parents are informed by the teachers how their children are performing throughout the year. If they need to have an action plan to support their learning, parents are asked to sign them.

National Testing at Key Stage 1

The maths results from the SATs(Standard Assessment Tests) again show that children at Lord Blyton School are achieving in line with age related expectations at the end of year 2.

90% of our pupils achieved level 2+. 93% is the national.

90% of our pupils achieved level 2B+, which is the age related expectation. 82% is the national.

14% achieved the higher level 3. 26% is the national.

Through our school self- evaluation work we know that we need to ensure that our pupils reach the higher levels. This is an objective in our School Development Plan.

National Testing at the end of Key Stage 2

The maths results from the SATs(Standard Assessment Tests) again show that children at Lord Blyton School are achieving in line with age related expectations at the end of year 6. Progress was above the national average for both expected and more than expected progress.

87% achieve a level 4B+ , which is age related expectation. 87% was the national average.

33% achieved a level 5 compare to 41% nationally.

Our girls’ results were as follows.

100% of pupils achieved a level 4B+ 87% was the national average

33% of pupils achieved a level 5+, 37% was the national.

Our boys’ results were as follows.

78% of boys achieved a level 4B+, 87% was the national average. This would have been higher but one pupil took unauthorised leave and was absent from school. This pupil was predicted a level 5.

 33%of boys achieved a level 5+, 41% was the national.

FSM children 83% achieved 4B+ compared to 80% nationally.

FSM children 33% achieved a level 5 compared to 28% nationally.

Our non FSM were 100% compared 90% nationally.


Progress in mathematics was above the national average for expected progress (100%)  and 47% of pupils achieving more than expected progress across key stage 2 compared to 34% nationally .

We are very proud of our achievements in mathematics and we work hard to promote it across the school.


Click here to download a printable version of the Written Calculation Policy



Our school is enrolled in Mathletics, an exciting online maths resource which helps children to quicken their pace in mental calculations, as well as consolidating their understanding of other aspects of mathematics. This has already proven very popular with pupils from Reception through to Year 6 and we are already seeing great improvements in children who are accessing this program regularly.

Each child has their own personal login (a copy of which has been sent home) so anybody with internet access can use this program at home.  The address is  www.mathletics.co.uk.  Once on the site, there is a 'sign in' option at the top right hand corner of the screen.  This will then bring up the box for children to enter their personal login detail.  There will then be a 'Live Mathletics' option at the right hand side of the screen.  Clicking on this will enable them to compete at mental calculations against other children from all around the world.  Level 1 is the easiest, moving through to level 5, so children can choose the level of challenge they set themselves.

In addition to this, there are also activities that children can do to earn themselves more 'credits' to spend in the online shop.

Please take a moment to look at this site with your child and encourage them to make use of it as it is a fun, challenging way for your child to develop their mathematical thinking and their mental calculation speed.

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