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Maths at Clapgate Primary School


Maths lessons in Reception


There are two to three inputs with the whole class which include daily counting. Children are taught in groups (size of group specific to the needs of the children). Maths opportunities are also created within the areas of provision. In Reception there is one group focus lesson per week.  Maths lessons have a focus on mastery.


Maths lessons in Years 1 to 5


At Clapgate we are using the maths scheme, Maths No Problem!, to ensure that there is high quality teaching and learning, with an emphasis on teaching for mastery.  This means that children in years 1 to 5 have five maths lessons per week.  Each lesson includes pair work, independent work and a great deal of discussion, often supported by the use of stem sentences.  Children use maths equipment such as dienes, place value counters, ten frames and place value charts to support them in their learning.  Pictorial representations are also included and each lesson starts with a mathematical concept that the children explore and unpick with their partners.  Children work in mixed ability pairs and all children access the same activity (where appropriate).  


Maths lessons in Year 6


There are five maths lessons each week and a times table lesson every Friday. In addition to this the children have a thirty-minute arithmetic lesson.  The maths lessons include reasoning and problem-solving.


Times Tables and Number Fluency


Each week, children in years 1 to 6 have time to learn key number facts, and times tables (years 2 to 6).  The times table/number fluency lesson is an opportunity for children to work independently, learning the times table facts specific to their stage on the Times Table Mountain or number facts specific to their stage on the Number Facts Slaloms.


In years 3 to 6 when a child has completed a times table or number fluency test, gaining full marks, they move on to the next stage on the Mountain/Slalom.  Each time they achieve a stage on the Mountain/Slalom, the children are rewarded with a sticker and at given points throughout the Mountain journey they also receive a certificate, which is presented to them in Friday’s assembly. 


In years 1 and 2 the children complete the number fluency questions and times table questions at their own pace but are still rewarded with stickers as detailed above.





Children in years 2 to 6 receive a weekly piece of maths homework in addition to the expectation that they practise their times tables at home.  Children in year 1 receive maths homework once every two weeks.






In all classrooms there are examples of the appropriate calculation strategies for their year group as well as key facts, for example metric conversions, fraction/decimal and percentage equivalents and shape names and properties. As new learning takes place, the key facts and strategies should be put up and left on display for the rest of the year.



Marking and feedback


Wherever possible, work is marked before the next maths lesson. Marking is in the form of ticks for a correct answer and a teacher’s stamp or a brief comment celebrating the child’s success.  A dot indicates that the child has made a mistake and a dot and ‘c’ indicates that the teacher wants the child to have another go, to correct their answer. If teachers can see a clear misconception, this is explained to children either verbally or in written form and the children are given a further opportunity to show that this misconception has been successfully addressed.

Maths journals are not marked as these are used for the children to show their thought processes and to make jottings about a task they are working on.  Teachers use a ‘T’ to show that they have looked at the journal.  If a teacher assesses a child as working at greater depth in their journal, then this is indicated as ‘GD’.  If children have worked in pairs on a task in their journal, then this is marked a ‘P’.


Resources and Guidance


Years 1 to 5

Each year group from year 1 to year 5 follows the Maths No Problem! medium term planning and individual lessons from the Teacher’s Guides.   Our calculation policy outlines the strategies that are taught in each year group.


Short term planning is taken from the Maths No Problem! scheme and is annotated on a daily basis. 


All children except some SEN children work on the objectives from their year group curriculum. The teacher decides what extra support/equipment/scaffolding is required to enable the children working at the target group level to reach the expected level for their age.


Children complete independent work in their own Maths No Problem! workbook.  Maths journals are used for children to record their work when playing games with their partner, when the teacher has deemed it appropriate for them to complete a different activity to the workbook activity and for greater depth activities.

Teachers may select activities from the ncetm and nrich websites ( and



Year 6

Teachers in Year 6 follow a bespoke plan designed by the deputy head, relating to the national curriculum.






Teachers give a teacher assessment level for every child three times a year, based on marking and observations in lessons. Children complete the Review sections of the workbooks for the topics they have covered each half term, the outcomes of which inform teacher assessment.

In years 1 to 5 the children complete the assessment papers from Maths No Problem! to inform teacher assessments at the half-yearly and end-of-year points.


Below is a link to videos that will help you understand the different ways we are teaching the children maths this year. 

Number Fluency Policy

Times Table Policy