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Think like a … Mathematician!

As Mathematicians we BELIEVE that...

  • All children are able to reach their full potential in maths.
  • The learning of Maths at Eskdale is rooted in all of our core values but particularly Skills and Knowledge for Life.
  • The teaching of Maths builds on what has been learnt previously, and lays the foundations for further mathematical understanding beyond Key Stage Two.


As Mathematicians we STRIVE to...

  • Develop our Skills and Understanding of maths through three areas of mathematics: fluency, reasoning and problem solving.
  • Develop mathematical fluency - an understanding of written and mental mathematical calculations and how to perform them accurately and efficiently.
  • Teach the children to reason about the mathematical methods they select to reach a solution, and explain their thinking.
  • Provide the children with knowledge and understanding of how to apply their mathematical skills to solve problems in different contexts.
  • Develop children’s understanding of mathematical vocabulary and knowledge.
  • Develop children’s enjoyment of maths and develop their self-confidence.


As Mathematicians we ACHIEVE by...

  • Teaching Maths discretely, whilst providing opportunities for children to develop and use their mathematical knowledge across the curriculum where appropriate.
  • Following a metacognitive approach towards teaching and learning. Including using a small-step approach to break material into manageable steps and scaffold children’s learning.  
  • Practising the core, written calculations regularly through arithmetic tasks to support children’s rapid and accurate recall.
  • Recap previous learning through a daily ‘recap’ tasks so that knowledge, concepts and procedures are remembered and embedded.
  • Providing appropriate levels of challenge tailored to pupils’ emerging needs.
  • Providing opportunities for whole class, group, paired and independent work.
  • Encouraging self-assessment and reflective learning throughout the maths lesson.
  • Intervening where necessary before, during and after the lesson to address gaps in understanding.
  • Use of in-lesson assessment, teacher marking and individual child responses as well as end of unit and assessment to monitor progress and identify and address areas for intervention.
  • The setting of purposeful homework tasks to revise and consolidate skills, and offering supported homework sessions.

The timetabling of topics through the year:

(Timings might differ during the year to accommodate other school activities and events.)

Times Tables

We encourage children to use Times Tables Rockstars to help them practise their times tables. This is their weekly maths homework.

Assessment in Maths at Eskdale

National Tests

The maths skills of all junior school age children are currently tested at two points:


Year 4: Multiplication Tables Check (MTC):

- Tests children's recall of the times tables up to 12 x 12

- Carried out in school, in June

- Performed online to a time limit

- Results used to identify children needing further support

- School performance data published on a national level


Year 6: Standard Attainment Tests (SATs):

- Tests children's understanding and application of the skills taught in the primary curriculum

- Carried out in school, in May

- Performed on paper to a time limit

- Reported to parents and carers in the child's end of year 6 report

- School performance data published on a national level

- Results passed on to secondary schools


Assessment in school

At Eskdale, we regularly assess all the children's performance in maths in many different ways. This is to ensure that the correct progress is being made and to identify where extra support or challenge might be needed.

How we adapt the Maths Curriculum for SEND Pupils


As part of our quality first approach to teaching, we use a range of strategies to support SEND pupils to access the Maths curriculum. The document below details examples of the adaptations that are made to support pupils in class.