Mathematics at Grendon Underwood School



When teaching mathematics at Grendon Underwood, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in the future.  We aim to prepare them for a successful working life.  We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.  Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings   A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable.  Pupils are taught to explain their choice of methods and develop their mathematical reasoning skills.  We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them –  relating the pattern between mathematics and everyday life.


The teaching of fluency

We intend for all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time. Pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 


The teaching of problem solving

We intend for all pupils to solve problems by applying their mathematics to a variety of routine and non-routine problems.  Pupils are encouraged to break down problems into a series of simpler steps and persevere in seeking solutions 


The teaching of reasoning

We intend for all pupils to reason mathematically by following a line of enquiry, understanding relationships and generalisations, developing an argument, justifying or proving using mathematical language.


A vocabulary rich environment

We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically.



We implement our approach through high quality teaching and delivering appropriately challenging work for all individuals. 

To support us we have a range of mathematical resources in classrooms including Numicon, Base10, counters, number cards, dice etc.  We also use a range of planning resources including those provided by the White Rose Hubs, NCETM and NRICH.  Teachers also have access to a range of books, including Target and CGP books.  We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We aim to take part in training opportunities and regional networking events. 

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our discussions in termly Pupil Progress Meetings and in updating Target Tracker.  We use the termly assessment tests from ‘Cornerstones’ and also the end of unit assessments from the ‘White Rose’ scheme. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child, identifying any gaps in learning and ensuring that these are appropriately addressed. 

All classes have a Maths working wall.  Key questions and vocabulary are displayed and current work is added to the wall in order to aid the understanding of the children.



PUPIL VOICE Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. 


EVIDENCE IN KNOWLEDGE Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. 


EVIDENCE IN SKILLS Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. 


BREADTH AND DEPTH Teachers plan a range of opportunities to use maths inside and outside school.


White Rose Maths


KS2 Maths Parents’ Meeting

We held a maths talk at school to explain how we teach maths in KS2 and any changes to the curriculum that may affect your child. Please see below the presentation that was given if you were unable to make it.


List of Maths Websites for Parents and Carers

White Rose home learning links
Parent guide to place value
Parent guide to subtraction
Parent guide to multiplication
Parent guide to division
Parent guide to fractions
Parent guide to algebra
Link to parent workbooks to help children with maths at home

National Numeracy Parent Toolkit has a wealth of tips and advice for parents.


Oxford Owl includes a range of activities, top tips and eBooks to help your child

with their maths at home.


Maths 4 Mums and Dads explains some of the milestones children make

between the ages of 3-and-11-years-old.


Nrich. A range of maths games, problems and articles on all areas of maths.

Parents of Key Stage 1 children should select ‘stage 1’ and parents of Key Stage

2 children should select ‘stage 2’.


List of Maths Websites for Children