At Frogmore Juniors, we deliver an inclusive, inspiring, and engaging mathematics curriculum, enabling children to become numerate, creative, independent, and confident. Our approach to the National Curriculum ensures that pupils spend sufficient time on each unit, allowing them to secure their skills before tackling new concepts. We intentionally break our curriculum into small, manageable steps, enabling pupils to deepen their understanding and progressively build and extend their skills and grasp of various mathematical concepts.
At Frogmore Juniors, we recognise that Numeracy is an integral part of everyday life. We aim to establish meaningful connections between our maths lessons, cross-curricular learning, and practical applications. Emphasising how the skills acquired in our classrooms can be applied in the future and different careers. Our goal is to equip students not only with mathematical knowledge but also with an understanding of how these skills are invaluable in real-life situations.
By linking our lessons with examples of how learned skills can be applied in the future, we empower our students to see the relevance and importance of numeracy beyond the classroom. This fosters a deep appreciation for the subject and its practical applications in their lives. We aim to develop confident learners who can explore, explain, and embrace various mathematical problems, encouraging them to approach mathematical challenges with curiosity and self-assurance. We nurture a ‘can-do’ attitude towards mathematics, instilling confidence in our learners to try and explore different approaches to problem-solving.
To effectively implement our curriculum, we have identified the following priorities in Mathematics for the current academic year:
- Faithful adoption of the fluency strategy
- Summative assessments created for all year groups in maths
- Implementation/embedding of the new maths curriculum
At Frogmore Junior School, each day begins with a 15-minute independent activity: 5-a-day in lower school and Q7 in upper school. This activity promotes independence, revisits previously learned material, and helps teachers identify potential gaps in learning.
A main maths lesson is taught for an hour each day in every year group. Our teaching approach is based on research and evidence of how pupils best learn and secure knowledge. We have adopted the GLF Maths curriculum to meet the specific needs of our students. Learning is delivered deliberately at a measured pace, with coherent steps to ensure access for all learners.
In addition, depending on the year group, to support multiplication fluency, 10 minutes of daily or weekly sessions are taught based on the Number Sense Program.
We support our pupils with various representations, such as tens frames, number beads, number lines, Numicon, Dienes, and place value counters. These tools assist in revealing mathematical concepts and enhancing comprehension. In addition to developing fluency in arithmetic skills, our curriculum encourages pupils to reason and think mathematically. We promote mathematical discussions, requiring learners in all year groups to articulate their answers using precise mathematical vocabulary and generalisations.
During lessons, teachers employ effective 'Assessment for Learning' techniques, drawing from Rosenshein's Principle of instructions to assess understanding, encourage mathematical discussion, ensure inclusivity, and address gaps and misconceptions immediately. Our feedback and marking policy include giving real-time feedback within lessons (VF), personalised questioning techniques. We encourage self-assessment (I) and guided assessment (G) to aid better understanding.
Throughout the school, children work in mixed partner groups, fostering a supportive and inclusive learning environment while providing opportunities to develop both subject-related and interpersonal skills.
Beyond the maths lesson, children are exposed to numerous opportunities to strengthen their mathematical understanding, including:
- Developing factual fluency in multiplication through the Number Sense program (each year group follows a different timetable in line with NSM).
- Targeted individual support groups and pre-teaching.
- Booster groups for Year 6 pupils.
- Emphasis on cross-curricular and real-life maths links in different contexts such as assemblies and foundation subjects.
- Regular CPD for the Maths Lead and participation in the Maths Hub.
- Continuous professional development for all staff to enable successful delivery of the maths curriculum.
- Half-termly whole school assemblies focus on encouraging children to build a positive attitude towards maths, recognising it as a subject crucial for a successful, fulfilled life in a modern society.
- Annual participation in Number Day to raise funds for NSPCC.
- Celebrating pupils' effort in maths during the Celebration Assembly, where the Mathematician of the Week is announced.
At Frogmore Juniors, our expectation is that most pupils will progress through the programmes of study at a similar pace. We aim for each child to confidently master each lesson objective, enabling them to develop a deeper understanding and solve a variety of fluency problems, as well as problem-solving and reasoning questions.
Decisions about when to progress are based on the security of pupils' understanding and their readiness to move to the next stage. Rapid grasp of concepts leads to rich and sophisticated problem-solving opportunities, while those not sufficiently fluent in earlier material consolidate their understanding before progressing.
A mathematical concept or skill is considered mastered when a child can demonstrate it in multiple ways, use mathematical language to explain their ideas, and independently apply the concept to new problems in unfamiliar situations. Each teaching point has clearly defined pupil outcomes and progression criteria, guiding teacher assessment during lessons.
Our summative assessment is tailored specifically to our curriculum to assess recently taught knowledge and skills, encompassing content from the current and previous year groups. Verbal feedback is provided during each lesson, and misconceptions are addressed immediately. Self/peer assessment, using purple pens, is encouraged, fostering a thoughtful and inclusive learning environment. OTrack data is utilised to analyse pupil progress based on teacher assessment and the results of formal assessments each half-term.
Children are rapidly identified (including the first 20%) for further challenge or additional support, ensuring timely intervention. The progress of all learners is monitored during termly pupil progress meetings. Our maths subject lead and SLT regularly monitor the quality and impact of our mathematics curriculum through targeted learning walks, book looks, and professional dialogue.
What a 'typical' lesson looks like
A typical maths lesson at Frogmore Juniors adheres to the suggested sequence and lesson structure of the GLF Maths curriculum. Teachers consider how to deliver the lesson to suit the individualised needs of their class, maintaining high expectations of presentation and engagement. Content is explained clearly using correct mathematical language and vocabulary.
All learners receive appropriate support or challenge through well-considered questioning, discussions, and the use of manipulatives and visual representations. The classroom environment is designed to reduce cognitive overload, creating a calm and focused atmosphere.
Support staff is deployed effectively to support and engage all students. Children understand the ‘I can do...’ statement and how it builds on their prior learning. They are provided with opportunities to collaborate with peers as well as work independently.
Rich, whole-class discussions take place to deepen understanding and address any misconceptions. No hands up approach provides opportunities for all to take part in the whole class discussions. Children demonstrate resilience and determination in their learning and know what to do if they do not understand. Reflection on learning occurs at the end of the lesson, often through collaborative marking.
A range of strategies is implemented by the class teacher during and after the lesson to assess understanding and plan next steps. Feedback and next steps are provided immediately to children through verbal feedback (VF) and written marking.
Teaching & Learning
The main maths lesson is taught every day for about an hour. Year-specific curriculum overviews outline the areas of study for each year group throughout the academic year.
Year 3 Maths Curriculum Overview
Year 4 Maths Curriculum Overview
Year 5 Maths Curriculum Overview
Year 6 Maths Curriculum Overview
SENCo and Differentiation
At Frogmore Juniors, we provide an inclusive learning environment where every child can thrive. Our Special Educational Needs Coordinator (SENCo) plays a crucial role in ensuring that all students, including those with special educational needs, receive the support they need to excel.
Each term, class teachers and SLT evaluate the progress of the first 20% in mathematics. Support strategies are reviewed, and if necessary, changed. To support factual fluency, individual targeted support is implemented during the school day. We work closely with parents and review the progress of each child during the parents' meetings.
The SENCo employs various strategies, including targeted interventions, scaffolding, and the use of manipulatives, pre-teaching key concepts, reducing cognitive overload, and implementing effective questioning techniques, to cater to diverse learning needs. Our SENCo collaborates closely with class teachers to provide tailored support to students with special educational needs. This approach fosters an inclusive learning environment where every child feels valued and can succeed academically and personally.
All children receive a weekly piece of work, sent home on Friday, and are expected to return it completed by Wednesday. Home tasks are designed to reinforce learning from school and should not take more than 20 minutes. Additional help with homework is available for upper school students in school.