During our review activities, members of the Pupil Voice Group and the AoLE Leader undertook Listening to Learners activities, pupil questionnaires and checked maths homework provision on class pages.

We identified the following strengths related to our Action Plan:

Strengthen pupils’ fluency, confidence and enjoyment in mental maths through engaging and progressive provision across the school.

All classes (Y2 – Y6) have weekly testing, and this is carried out in a similar way. Strategies are taught as part of the testing session, where methods and strategies for selected questions are discussed and modelled. Additionally, nearly all classes provided weekly mental maths sessions where problems are presented, and methods and strategies are discussed and modelled.

In Progression Step 3, differentiated tests are provided and are presented in a way that allows learners to choose the level of challenge that they are comfortable with. The results are monitored weekly by the class teacher to ensure that learners are selecting a suitable level of challenge. As a result, learners feel more confident during testing sessions and weekly scores show improvement.

In most classes, times tables homework is set weekly. However, when it is set it looks different in each class. In some classes, differentiated tests differentiated tests are provided and are presented in a way that allows learners to choose the level of challenge that they are comfortable with. The results are monitored weekly by the class teacher to ensure that learners are selecting a suitable level of challenge. As a result, learners feel more confident during testing sessions and weekly scores show improvement.

Next Steps:

• Share the ‘free-choice’ approach of Progression Step 3 (mental maths and times tables tests) with other classes for them to adopt the same approach.

• Discuss with all teachers (Y2 – Y6) to ensure that all classes present their times-tables homework in a similar way.