Mathematics
Intent
At Sholing Junior School, we view Maths as a subject that nurtures curiosity, creativity and thoughtful exploration. Through rich discussion and investigation of number and mathematical structures, we aim not only to build strong arithmetical proficiency but also to deepen pupils’ conceptual understanding, focussing on the why as well as the how.
Our classrooms are inclusive spaces grounded in kindness, where pupils feel safe to take risks, show resilience and learn from mistakes as part of their mathematical journey.
Every member of staff at Sholing Junior School believes that all children can thrive and succeed in Mathematics, and we are committed to supporting every learner to achieve their full potential.
Implementation
Learning environments
Our learning environments are designed to be welcoming, supportive spaces where every child feels encouraged to be a Mathematician. Through modelling and shared exploration, we promote kindness in the way pupils learn together and curiosity in the way they engage with mathematical ideas.
Our working walls clearly show the concepts being learned, using a range of concrete, pictorial and abstract representations to spark interest and deepen understanding. Key vocabulary and stem sentences are displayed to guide reasoning and help all children communicate their thinking with confidence.
Each classroom contains a well organised selection of accessible resources. Children are encouraged to choose and use concrete materials independently, fostering curiosity, building secure understanding and supporting every learner on their journey to mathematical success.
Planning
Maths lessons at our school are carefully sequenced into small, manageable steps so that all children can progress confidently and successfully together. In planning, we thoughtfully select high quality resources that best highlight key concepts and spark pupils’ curiosity, ensuring every learner feels supported with kindness and clarity.
Recognising that no single scheme can fully meet the needs of our children, we draw on the NCETM Ready to Progress Criteria alongside elements of White Rose Maths, Oak Academy, Key Performance Indicators and the National Curriculum to create a flexible, responsive hybrid approach.
Our starting points are rooted in pupils’ prior knowledge, meaning we often begin by revisiting and strengthening concepts from previous year groups to build secure understanding and set every child up for success.
Learning journey
Each step on our learning journey begins with a concrete representation of the concept, using resources such as Numicon, dienes, place value counters or real‑life contexts. This hands‑on approach nurtures curiosity and ensures every child can explore ideas with confidence, supported by tools that make their thinking visible.
Once the concrete stage has secured understanding, we move on to pictorial representations—such as drawings or bar models—carefully linking these images back to the concrete experiences that came before. When children are confident with these representations, they progress to working with abstract number and applying their understanding across a range of contexts, setting them up for continued success in their mathematical learning.
Maths books
During independent learning time, each stage of the Maths journey will provide children with opportunities to:
- Use manipulatives to explore concepts concretely
- Represent their understanding through pictorial images
- Develop fluency across a range of contexts
- Apply skills to worded problems
- Reason and explain their thinking
Children who demonstrate rapid understanding will be further challenged by applying their learning to complex problems, ensuring depth of mastery.
Live feedback is valued throughout, enabling adults to address misconceptions immediately and support children in being successful. All work is marked in line with the school’s marking policy. Pupils are provided with regular next steps, which they are expected to respond to in order to consolidate and extend their learning.
Arithmetic and number facts
At Sholing Junior School, we recognise that strong arithmetical proficiency plays a vital role in a child’s overall success in Maths. We approach this with kindness and high expectations, ensuring every learner feels supported and confident as they build these essential skills.
To achieve this, we timetable 20 minutes of arithmetic practice at least three times a week in all year groups. In Year 3, we use the Number Sense programme to develop secure number facts, and we continue to use it as a targeted intervention in Years 4 and 5 to ensure all children become fluent. For the rest of the children in Years 4 and 5, we use the Mastering Number at KS2 times tables programme, fostering curiosity, fluency and success in their growing mathematical understanding.