Mathematics at St Botolph’s inspires the growth mindset and belief necessary for mastery through inter-connected fluency and conceptual understanding, using the exploration of mathematical thinking and language and communication, essential to everyday life.

Miss Montgomery and Mrs Ingram (Mathematics Leads)


Using Mathematics Mastery and personalised support and extension, we ensure success for all. Knowledge is embedded across the year: same-day interventions address misconceptions and reduce gaps, and weekly maths meetings (including visuals, singing and active participation) help with fluency, consolidation and confidence. The six-part lesson provides building blocks towards mastery and efficiency, with opportunities for both guided and independent practice. Each child then independently chooses a level of work that challenges them.

We encourage mathematical communication, ensuring that the children are equipped with the language required to explain, justify and prove. Using ‘because’ instead of ‘why’, we value all contributions including mistakes, through supportive discussion. We use resources regularly to support making connections and understanding different mathematical ideas. Pupils further challenge their mathematical thinking through opportunities to investigate and reason. Lesson time is highly valued with smooth, purposeful transitions which ensure that every second counts.

Beyond the classroom, we foster a love of mathematics through the regular rehearsal of arithmetic. Using Arithme-Trips (maths passports), the children practise and improve their skills at their own pace and level, with regular rewards and celebrations of their success. In addition, each week the children attempt to beat their previous score for Big Maths Beat That to become contenders for the whole school termly competitions, where these efforts are also celebrated.

National Curriculum Coverage

Using the National Curriculum, we focus on the development of:

  • Fluency (using known facts to make connections with increasing speed, accuracy and efficiency);
  • Problem Solving (using and applying fluency and logic skills to break down complex problems, understand them and find solutions); and
  • Reasoning (using mathematical language to clearly explain their thinking such as patterns, hypothesise and enquiries).

We use these focuses to teach the different areas of the curriculum:

  • Number and place value;
  • Calculation;
  • Fractions, decimals and percentages;
  • Measures;
  • Statistics;
  • Geometry;
  • Algebra; and
  • Ratio and Proportion.

At St Botolph’s we offer family workshops where we support parents/guardians’ understanding of how we teach mathematics. These cover different areas of the curriculum throughout the year and the PowerPoints for these can be found in the ‘Downloads’ box on this page.

The break down of the curriculum for each year group can be found on the Curriculum document download.

The progression of calculation methods taught in each year group can be found on the Calculation Policy download. 



When our children are ready to take the next step, they are supported by staff to be more independent through self-marking their work for instant feedback and intervention. This enables our pupils to move their learning forward immediately without the reliance on adults. In addition, our lessons provide time for self-reflection whereby the children review their own successes and struggles. Once again, the children are supported in achieving these high quality, honest notes that reveal both their mathematical thinking and insight into their journey.

Teacher Assessment

In line with the Feedback and Marking Policy, all work is fully read with comprehensive notes written from the entire set of books: these record common misconceptions, errors in basic skills, pupil names (determining who has succeeded, exceeded or needs more support). Subject specific knowledge and skill is then the focus for whole class (and individual where needed) feedback. Teacher assessment ensures that the children’s next steps include sufficient time to review their work, to edit and improve it (revisiting with adult support where necessary).

Formal Assessment and Statutory Testing

At St Botolph’s, formal assessment for mathematics includes a weekly times tables tests, a half termly online multiple-choice test and termly arithmetic and reasoning papers. These are used to track progress and attainment both throughout the year and to inform end of year data.

Statutory testing for mathematics includes the year four Multiplication Tables Check (prior practise for which is provided) and both the Key Stage 1 and Key Stage 2 SATs assessments (for both arithmetic and reasoning) (prior practise for which comes from both the problem solving in lessons and termly assessment review).