St Budeaux Foundation

CofE (Aided) Junior School

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Times Tables

Since September I have been working on some very exciting things linked to Maths. One of these is introducing a new approach for the learning of times tables.
After half term, the children will be participating in a 10 minute times table session, at the beginning of their maths lesson. This will happen everyday. The children will practice their times tables by rote, led by the class teacher. They will then be given 40 questions and they will have 2 minutes to answer as many as they can within this time. The aim being, to complete more questions each day. 
Each year group will be following a schedule, to ensure all the tables are being taught within the time frame for that year group. 
The decision has been made, that from now, the children no longer need to complete the times table booklet for homework. They can keep their booklets at home and use them to practise when they need to. We are still subscribing to Time Table Rockstars so please encourage your child to use this at home. After half term, we will resume handing out certificates for the top 3 children with the most correct answers that week and the top 3 children with the most improved speed for the week. 

As always, thank you for your support and if you have any questions regarding this e mail or any other maths related queries, please contact me on

Mrs Mills


Provide all pupils with a high-quality education in Maths to ensure that all children become fluent in the fundamentals of Mathematics, are able to reason mathematically and can solve problems by applying their Mathematics.


These skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.



Planning for all Maths lessons is done using the 2014 National Curriculum.  This ensures that knowledge, skills and understanding is developed throughout the year. Planning and delivery are sequenced, so that new knowledge and skills build on what has been taught before and towards defined end points.


All teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics. They understand that a large majority of children progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.



The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can under perform in Mathematics because they think they can’t do it or are not naturally good at it. The Mastery approach addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 above the national average and a high proportion of children demonstrating greater depth.


  • That children will have developed a passion for maths.
  • All children's attainment is in line or exceeds their potential when we consider the varied starting points of all our children.
  • All children will make expected or better progress from their last point of statutory assessment.
  • Children know the goal, the end point for their learning and how the knowledge and skills taught in each lesson will help them get there.
  • All children have a consolidation of skills and a deeper understanding of how and when to use specific objectives.
  • That when children move on from us to further their education and learning, their creativity, passion for Maths and high aspirations travel with them and continue to grow and develop as they do.











Below are some useful documents which you can download.  They will give you more information about the maths we do in school and what you can do to help at home. There are also some links to useful websites which provide some extra information and ideas, as well as games you can play online.
As always, if you have any particular questions about how you can help your child with maths which aren't answered here you are always welcome to speak to your child's teacher.










Maths progression document

Maths in action