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Blaby Stokes CE Primary School

Blaby Stokes Primary School


At Blaby Stokes, we strive for our children to be successful and proficient mathematicians. Maths is a life skill – we use it all the time for example when we are baking, when shopping, whilst driving and when solving problems. We use maths when we are drawing, when building, whilst waiting for the bus and when going on holiday. We even use maths when we don’t even realise it.  

To be successful in Maths, we recognise that pupils need to develop their conceptual understanding. In other words, pupils don’t only need to be able to recall facts quickly, they also need to be able to apply their knowledge in a range of different contexts, including those that are new and unfamiliar. 

Children need to be able to reason and apply the mathematical knowledge they have – this is what makes them mathematicians, rather than maths robots!  

The national curriculum for mathematics aims to ensure that all pupils: 

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 

  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. 

  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

In a maths lesson at Blaby Stokes you can expect to see: 

  • Pupils being taught as a whole class on the same content; we do not accelerate children to new content. 

  • A high-level of teacher-student and student-student interaction where all students in the class are thinking about, working on and discussing the same mathematical content. We highly value mathematical talk and precise mathematical vocabulary, during both conversations and written work, and the expectation is that children answer in full sentences. 

  • Challenge and the opportunity to deepen understanding of the key mathematical ideas provided for all. 

  • Differentiation through paying close attention to the levels of support and challenge needed to allow every student to fully grasp the concepts and ideas being studied. Various strategies may include: 

  • Task/activity – different sort of tasks: visual, hands-on, auditory can all play a part in helping a learner to access the topic 

  • Outcome – what a pupils’ end product will be, e.g. a model, a picture, written explanation 

  • Questioning 

  • Resource – e.g. some may use number lines, other may use mental images 

  • Adult support 

  • Peer support – from learning partners 

  • Challenge for those children who grasp ideas quickly in the form of deeper analysis of the lesson content and/ or by applying the content in new and unfamiliar problem-solving situations. 

  • Ongoing use of AfL throughout the lesson, often referred to as responsive or diagnostic teaching. This allows us to identify pupils who have not grasped a concept immediately and offer an alternative model/ representation or alternative explanation. This may be during whole class teaching or in a guided group or during intervention outside of the maths lesson. 

  • Self-marking. Many classes self-mark as a way of allowing pupils to receive instant feedback on their learning and providing ongoing AfL. 

  • Reasoning opportunities and mathematical thinking embedded throughout the lesson. Children are expected to not only answer the question but also to explain how they came to the answer. 

  • Ongoing use of our maths working walls. Our working walls provide a scaffold for learning. 

  • Time to practise a new skill until children become fluent. 

Maths at Blaby Stokes follows the Maths No Problem Singapore programme. This allows pupils to develop mathematical fluency solving problems by reasoning rather than resorting to rote learning and memorising procedures.  

What else do we offer at Blaby? 

Problem solving 

We embed our understanding of maths by including additional problem solving, using White Rose and Nrich materials, into our maths lessons, this allows for the children to dig deeper develop their mathematical thinking.  

Times Table Rock Stars and Numbots


Times TableRockstars is an online game that helps children become fluent in their times tables. Children create their own avatar to become a rock star, navigating their way through a variety of different rockstar battles to build their speed and knowledge of their multiplication facts whilst earning coins to buy themselves items for their character.Numbots is an online game that helps children become fluent in number bonds and addition and subtraction facts. Children are introduced to the character Rusty and by developing their mathematical knowledge can find new parts to upgrade Rusty to a diamond robot.

Every week, your child will be supported in remembering areas of maths they have already covered in that year and in previous years. These opportunities to regularly revisit topics helps the children to recall previous learning and helps make learning ‘stick’.