Maths
Outcomes (SATs)
KS2 SATs Results (Expected Standard)
- 2023 Mathematics SATs Result: School: 43% (National 73%)
- 2024 Mathematics SATs Result: School: 48% (National 73%)
- 2025 Mathematics SATs Result: School: 76% (National 74%). This is a significant increase.
MTC Outcomes
- 2023 MTC Result: Average point score: School 11.7 (National 20.2)
- 2024 MTC Result: Average point score: School 14.3 (National 20.6)
- 2025 MTC Result: Average point score: School 21.8 (National 21.0). This is a significant increase.
Our 2025-2026 MTC strategy aims to significantly improve automatic recall, providing a stronger foundation for KS2 arithmetic and reasoning.
Core Principles
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Every child can achieve in maths
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Fluency in all four operations is essential, not optional
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Maths is used, seen, and valued beyond the classroom
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Where appropriate, SEND pupils keep up with the curriculum through scaffolding, not separation
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Depth of understanding matters more than speed
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Maths equips pupils for real life, not just tests
Maths Vision Statement
Our vision for mathematics is that all children become confident, fluent mathematicians with secure automaticity in the four operations, enabling them to access the wider curriculum and succeed in everyday life. Arithmetic is a priority, as strong number fluency underpins all mathematical learning and empowers pupils to think, reason, and problem-solve with confidence.
We believe that every child can succeed in maths. Through carefully sequenced teaching, daily arithmetic practice, purposeful rehearsal, and high-quality scaffolding, pupils develop deep conceptual understanding alongside accuracy and efficiency in number.
Mathematics is not confined to the classroom. We actively encourage pupils to recognise and apply their mathematical knowledge across the curriculum, in real-life situations, and in the world around them, ensuring learning is meaningful and relevant.
Pupils with SEND are fully included in the same ambitious curriculum. Adaptive teaching, concrete and visual representations, and carefully planned scaffolding enable pupils to keep up with their peers, rather than catch up later, while maintaining high expectations for all. Our aim is for pupils to leave our school fluent, resilient, and able to reason, problem-solve, and explain their thinking with confidence.
Assessment
Wensum uses a rigorous assessment and moderation approach that is closely aligned with national expectations and ensures that pupils make strong progress throughout their mathematical journey.
Assessment includes:
- Ongoing teacher assessment against National Curriculum objectives.
- The use of LBQ to support formative assessment, identify misconceptions and inform next steps in teaching.
- Half-termly assessments to check curriculum coverage, fluency and application.
- Termly arithmetic and reasoning assessments.
- Weekly arithmetic assessments in Years 5 and 6, which are closely monitored to ensure pupils develop the arithmetical proficiency required for the next stage of their education.
- Pupil conferencing to assess conceptual understanding and mathematical reasoning.
- Termly RSL meetings, where assessment information is analysed to identify gaps in learning and agree targeted actions and interventions to address these.
- Regular analysis of pupil groups, with a particular focus on readiness for the Multiplication Tables Check and Key Stage 2 SATs.
Calculation Audit
- A termly calculation audit is completed across the school to ensure that pupils have secure foundations in number and calculation.
- Outcomes from the audit are used to identify strengths, address gaps and inform future teaching and intervention.
Moderation includes:
- Termly internal moderation to ensure consistency and accuracy of teacher judgements.
- External moderation with partner schools to validate assessment outcomes and share best practice.
- Year 6 teaching and assessment informed directly by the Key Stage 2 SATs frameworks and national exemplification materials.
This robust cycle of assessment, moderation and responsive teaching ensures that gaps are identified promptly, teaching is adapted effectively, and all pupils are supported to achieve success in mathematics.
Retrieval and Fluency
Retrieval practice is an integral part of every mathematics lesson. Prior to new learning, pupils complete carefully planned retrieval activities that revisit previously taught concepts, methods and key facts. This ensures that all pupils can access the lesson content while strengthening long-term retention and mathematical fluency.
Retrieval activities may include:
- Number bonds and number facts
- Place value knowledge
- Mental calculation strategies
- Formal written methods
- Fractions knowledge
- Mathematical vocabulary
- Previously taught concepts linked to current learning
This consistent approach supports mastery by helping pupils secure and apply key knowledge with increasing confidence and accuracy.
Times Tables and Multiplication Fluency
Developing strong multiplication fluency is a key priority across the school. Our approach is designed to ensure that pupils develop secure recall of multiplication and division facts, enabling them to access more complex mathematical concepts as they progress through the curriculum.
Our approach includes:
- Daily multiplication and division fluency practice.
- The Number Sense Times Tables Programme in Years 3 and 4, which ensures pupils develop secure recall of the essential 36 multiplication facts and understand the relationships between them.
- Supplementary practice through TT Rock Stars and teacher-designed resources to reinforce automaticity and engagement.
- Structured teaching and retrieval opportunities that encourage pupils to apply known facts efficiently across different mathematical contexts.
- Targeted support and intervention for pupils who are not yet secure in key multiplication facts.
- Additional practice and assessment opportunities in Year 4 to prepare pupils for success in the Multiplication Tables Check (MTC).
Mastering Number
To further strengthen number fluency, pupils in Years 4 and 5 participate in the NCETM Mastering Number programme. This supports pupils in developing a deep understanding of number, strengthening mental calculation strategies and securing the foundational knowledge required for success across all areas of mathematics.
Through a combination of retrieval practice, fluency programmes and targeted intervention, pupils develop the confidence, accuracy and automaticity needed to succeed in mathematics and beyond.