“One essential object is to choose that arrangement which shall tend to reduce to a minimum the time necessary for completing the calculation.” ~ Ada Lovelace.


Through our maths teaching, we aim for children to grow into fluent and automatic mathematicians, who can choose the quickest path to solving problems. Once children have a secure knowledge of the concept they are learning, they are more able to apply this knowledge to reasoning and problem-solving challenges, as well as to work methodically and systematically.

To support teaching and learning in Maths, we follow the White Rose Maths scheme of learning, which fully meets the expectations set out in the National Curriculum (2014). This scheme adopts a mastery approach, ensuring children develop a deep and lasting understanding of mathematical concepts and procedures to help them in school, as well as to prepare them for life. Maths lessons help children to build resilience and show perseverance and as well as completing independent work, we also encourage children to work together and offer peer-support.

We also choose to follow the White Rose Maths scheme of learning because each area of Maths is broken down into small steps that gradually build on one another. Although we currently follow the scheme as it is written, teaching staff have the flexibility to teach each small step across one or more lessons, until children are secure. To do this, teaching staff can supplement the White Rose Maths programme with other resources, as necessary.


Children begin to follow the White Rose Maths Programme from Reception, which meets all the requirements of the EYFS Statutory Framework (2021). Children in Nursery work towards the goals, as written in the DfE Development Matters Guidance: Mathematics (2021). Teaching staff in Nursery can access the Nursery resources from Master the Curriculum to support teaching and learning in Maths. These resources also feed into the White Rose Maths Programme, to ensure a fluid transition.

During Maths lessons, children are encouraged to talk through their Maths using sentence stems to develop their knowledge of key mathematical vocabulary. Maths lessons build confidence as children work through fluency, varied fluency, reasoning, and problem-solving questions. To help children learn and retain knowledge, we use the concrete, pictorial, abstract approach to teaching.

We follow the White Rose Maths calculation policies for the four operations. These can be found here:


Both formative and summative assessments are used by teachers to inform teaching and learning in Maths. During daily Maths lessons, teachers ask questions, discuss learning with children and review work completed to assess progress and identify next steps, including where intervention is required. At the beginning and end of each block of learning from the White Rose Scheme, children sit an assessment to identify any prior knowledge, as well as gaps in learning, and misconceptions. The information gained from these is used to inform teacher planning. At the end of each term, summative assessments (NFER) are used with children from Year 1 to Year 6. Teachers use the outcome of these tests to inform next steps for their class and individual children. If children are in a SATs year, they will sit previous year’s SATs paper instead of the NFER test.

The mental recall of key mathematical facts (including times tables) is recognised as an essential part of the Maths curriculum. At Dodworth St. John’s, children practise multiplication facts daily from Year 2, before the start of the lesson. Children in EYFS and Year 1 also use the Numbots programme for fluency. We also encourage the use of Times Table Rockstars.

Age Related Expectations for Times Tables

Year 1:

  • Count in multiples of 2s, 5s and 10s.

Year 2:

  • Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward.
  • Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.

Year 3:

  • Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Year 4:

  • Recall multiplication and division facts for multiplication tables up to 12 × 12.

Year 5 & 6:

  • Build on their knowledge of multiplication and division facts (12 x12) e.g., prime numbers, factors, square numbers, multiplying and dividing decimals and multiplying and dividing by fractions.

 All children in Years 1-6 have a log in for Times Table Rockstars which also includes access to Numbots. If you have any issues, please contact your child’s class teacher.

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National Multiplication Tables Check

The Multiplication Tables Check (MTC) is mandatory for all pupils at the end of Year 4.

The purpose of the check is to determine whether pupils can fluently recall their times tables up to 12, which is essential for future success in mathematics. It will also help your child’s school to identify pupils who may need additional support.

The Multiplication Tables Check is an on-screen check consisting of 25 times tables questions. Your child will answer 3 practice questions before moving on to the official check and will then have 6 seconds to answer each question. On average, the check should take no longer than 5 minutes to complete.

The school will administer the multiplication tables check within a 3-week period in June.

Mrs Jones is our Maths Ambassador. If you would like any further information about Maths at Dodworth St. John’s, please get in touch kathryn.jones@smat.org.uk