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At Walsall Wood we employ an approach that helps pupils to develop a deep and secure knowledge and understanding of mathematics at each stage of their learning, so that by the end of every school year, and in turn, each Key Stage, pupils will have acquired mastery of the mathematical facts and concepts they’ve been exposed to, equipping them to move on confidently and securely to their next mathematical milestones. 


Each year group have their own programmes of study and end of year objectives that can be found in the document below. Despite the different starting points of the children, it is our aim that they all should reach their end of year milestones.


Using a spiral curriculum approach (exposing children to these learning targets three times a year in a variety of ways and with the complexity increasing with each revisit), we expect that the information is reinforced and solidified each time the pupils revisit the subject matter. This allows a logical progression from simplistic ideas to more complicated concepts and supports the ‘mastery’ of mathematics for all pupils. 



In the EYFS, children are given opportunities to develop their mathematics skills daily through engaging and purposeful continuous provision. Activities are planned based on the developing matters document. In addition to this, each year group provides purposeful adult led activities. In the Nursery, children explore early number recognition, manipulation, pattern, shape and measure through guided practical maths based tasks. In Reception this is built on further through daily maths sessions. In these sessions children learn a new concept and are given opportunities to apply their new skills in the continuous provision with the support of the adults in the classroom.


In Key Stage One, children have an hour of Maths every day with one lesson a week dedicated to arithmetic (detailed below). Our aim in Key Stage 1 is to build on children’s practical skills and develop early formal written approaches. A key focus at this age is developing a child’s fluency and accuracy in recalling number fact so that they can manipulate numbers to solve a growing range of mathematical problems.  


In Key Stage Two, children have an hour of Maths every day with one lesson a week dedicated to arithmetic (detailed below). Our aim in Key Stage 2 is to equip children with the ability to use the concise methods for tackling multi-step maths problems and develop their reasoning skills to logically complete more complex challenges.


Our teachers use their knowledge of the pupils to plan appropriate work that supports and challenges at all ability levels and that meets the objectives for the pupils in their year group. 



At Walsall Wood School, Arithmetic is identified as a vital tool for all pupils in their approach to being successful in maths. Arithmetic skills are taught throughout our daily delivery of the curriculum in line with each year group’s programme of study. However, we also have dedicated weekly lessons where arithmetic skills are taught and practised in a discrete lesson and where progress is monitored through weekly ‘success tests’.


These tests grow with the pupils’ knowledge, ensuring that children develop the confidence, pace and fluency of the basic skills for their year group. Arithmetic lessons are shorter lessons that are single-skill focused and allow children time to practise their learning. The identified skill is then added to the ‘success test’ the following week. Over the weeks we expect to see the children’s scores improve as they become exposed to each skill and become increasingly fluent. Opportunities are also planned in to re-visit skills from previous year groups to ensure these have be retained.


For any children who are struggling, conferencing opportunities are available to pupils who require any additional support so that no child is left behind. Maths interventions are used to close any gaps that occur. 


Times tables

At Walsall Wood School, we know that learning times tables is really important - they are the building blocks of maths. If pupils have their multiplications mastered, their confidence, and competence, in maths is likely to be higher. Because of this, we know that tracking and embedding these facts is essential.


Pupils are taught their tables progressively throughout the school. By teaching number facts and fact families during lessons we hope to embed these facts so that pupils to have fluent recall and a confidence in using and applying their table knowledge.


To support the class teaching of the times tables, we set weekly homework using the TimesTables RockStars App ( to help practice and embed their current tables work.


We hope that these engaging and fun approaches will not only help the children become more fluent but also support arithmetic understanding, develop mathematical concepts and raise maths confidence as well as prepare pupils for the new Multiplication Tables Check (MTC).


The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It helps schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. This test will be for Year 4 pupils (starting in the 2019/20 academic year).


Our overview below details how pupils will have covered all of these facts (up to 12 x 12) by this time:







1s (children count reliably with numbers from 1 to 20,)

Year 1


Random Testing



Random Testing

2s & 5s


Random Testing

2s, 5s & 10s

Year 2


Random Testing

2s, 5s 10s & 3s


Random Testing

2s, 5s 10s, 3s & 4s


Random Testing

2s, 5s 10s, 3s, 4s & 8s

Year 3


Random Testing

2s, 5s, 10s, 3s, 4s, 8s & 6s


Random Testing

2s, 5s, 10s, 3s, 4s, 8s, 6s & 7s


Random Testing

2s, 5s, 10s, 3s, 4s, 8s, 6s, 7s & 9s

Year 4


Random Testing

2s, 5s, 10s, 3s, 4s, 8s, 6s, 7s, 9s & 11s


Random Testing

2s, 5s, 10s, 3s, 4s, 8s, 6s, 7s, 9s, 11s & 12s


Testing Term

Year 5/6


Manipulation of all times tables