Why do we teach this? Why do we teach it in the way we do?

At Carr Lodge we use the White Rose Maths schemes to support teacher's planning of Mathematics. The White Rose Schemes have number at their heart. A significant amount of time is spent reinforcing number in order to build competency and ensure children can confidently access the rest of the curriculum- children acquire depth of knowledge in each unit. Opportunities to revisit previously learned skills are built into daily practice to ensure children continue to retrieve prior learning. We use this alongside our knowledge of the children to plan lessons that build from fluency through to problem solving,  reasoning and application of Maths in real contexts. Research shows that all children, when introduced to a new concept, should have the opportunity to build competency by following the CPA approach (Concrete, Pictoral, Abstract). This approach is adopted for all ages and all abilities to build true mathematicians.

Concrete: Children should have the opportunity to work with physical objects/concrete resources, in order to bring the maths to life and to build understanding of what they are doing.

Pictorial: Alongside concrete resources, children should work with pictorial representations, making links to the concrete. Visualising a problem in this way can help children to reason and to solve problems.

Abstract: With the support of both the concrete and pictorial representations, children can develop their understanding of abstract methods.

We understand the importance of basic skills as a foundation for all Maths teaching and build basic skills, arithmetic and mental maths into our daily teaching. We also understand the need for children to be able to verbalise their understanding and explain their reasoning coherently. We teach this as a 'being a mathematician' skills and use vocabulary banks and sentence stems to help children build and preapre their answers.

What do we teach? What does this look like?

Our whole curriculum is shaped by our Trust and academy vision which aims to enable all children, regardless of background, ability, additional needs, and to flourish to become the very best version of themselves they can possibly be.
The National Curriculum; the White Rose Maths Scheme alongside our knowledge of the children's ability and needs are all used to shape progressive and in-depth learning . This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. We provide what the children need and understanding the importance of not missing a moment of learning time. 

Calculation Policy



Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Multiplication Tables

By the end of Year 4, children in primary school,  are expected  to recall multiplication and division facts for multiplication tables up to 12 × 12.  At Carr Lodge we practice our multiplication and division facts in many ways including daily chanting, songs, games, TT Rockstars and our Academy competition- Diamond Dash.

Diamond Dash

The Diamond Dash Multiplication and Division competition is to be used at Carr Lodge Academy to raise the profile of times tables across the academy in an exciting way. Attached is a grid showing the awards on offer, which are designed to include all children within the Academy.

The expectation for each award has been matched to the Mathematics National Curriculum 2014. There are 8 levels available which should be taken on a ‘stage not age’ approach.

Children will ask to sit each test when they are confident and feel they are ready. Children need to practise their timestables as much as possible at home  to prepare for the test. Apart from Topaz and Pearl Levels each test is to be timed.