Here at South End Junior School we believe that providing all of our children with strong mathematical knowledge is non-negotiable; they are compulsory life skills. To reinforce the need to learn new concepts in maths, we ensure the children understand why they are learning the skill by delivering the teaching through real life contexts. This enables us to consolidate maths concepts across our enriching curriculum – for example, measures in D.T. or angles within shapes in art.

Despite the need for our children to be able to apply their mathematical understanding to problem solving challenges, we believe a focus on basic number skills is of paramount importance. That is why, at the start of each academic year, all children spend the first term refreshing foundation maths skills. This is known to them as ‘B2B’ or ‘Back to Basics’. The intention of this is to bring them up to speed after the summer break and accelerate their progress within the area of number, which underpins everything. In addition to the daily one hour maths lesson, the children continue to have an extra weekly B2B lesson throughout the year. This aims to keep the children up to speed with number facts, in particular the recall of times table facts.

We are very lucky, as our site managers Mr Huck and Mr Langton installed the Maths Markets in the classroom. These stalls are home to a wealth of resources that children may need in their maths lesson to support their learning. They include newly purchased resources that include times table target boards, 3d shapes, 100 squares unifix cubes and now so much more…

A key element of the National Curriculum in maths is Problem Solving and Reasoning. Children are encouraged to use their knowledge of number skills to solve problems and discuss how they know it is the correct answer, how this relates to other problems and how they worked it out. A problem is something you do not immediately know how to solve. There is a gap between where you are and getting started on a path to a solution. This means that the children require thinking and playing-with-the-problem time. They need to test out ideas, to make conjectures, to go up ‘dead ends’ and adjust their thinking in the light of what they learn from this, discuss ideas with others and be comfortable to take risks. When children are confident to behave in these ways they are then able to step into problems independently rather than immediately turning to us as teachers to ask what to do!

Our approach to teaching maths has meant the transition to teaching the new National Curriculum (September 2014) was smooth; our focus on basic skills mirrors that of the changes to the maths curriculum. Our team of highly skilled teachers do not follow a published scheme; they plan each lesson based on the current achievement of each child to ensure suitably differentiated and personalised learning. Through embedded assessment techniques, we are able to evaluate the success of each child before, during and after each lesson and shape our teaching to match their next steps.
Following the introduction of our calculation policy (see link below) all of the children are very busy putting these streamlined methods into practise. Our parents are very supportive of this approach and now our on-site Infants school (South End Infants School) are working with us so it becomes a whole Primary calculation policy – very exciting! Watch this space for our new fractions policy too. 

“It’s fun and exciting and we always learn new skills!” Ryan M

“I like that we have the choice of which level of learning challenge we do” Charlie R

“We get to use great equipment in our lessons” Grace B

“Maths at SEJS has inspired me to be the best that I can be to achieve” Dylan W

“I love maths at SEJ because we are challenged to help us make progress. Learning is fun and exciting” Ellie C

“I enjoy maths at SEJ because I feel prepared for SATs as we practise the questions” Alice L

“Maths is challenging which pushes us to reach our full potential” Matthew O

“Maths is amazing here and I feel I get supported when I get stuck” Khushi

“This fantastic school inspires many students to enjoy maths and makes them crack on with hard work”   Elliot

“I enjoy maths starter challenges as they get me warmed up” Callum

Whole School Approach to Calculation

The purpose of this guide is to inform adults as to how we teach calculation at South End Junior School.  There is a section on each of the four operations; addition, subtraction, multiplication and division. This guide is taken from the document that teachers follow when teaching calculation to their pupils.

Reviewed Operation MADS April 2016 (1) (1)

Calculation and E-Safety Workshop 

Innovation and Enterprise POD parent workshop 3.2.16 (2)

Times Tables Workshop

Download the material from the really successful times tables workshop

Times tables workshop for parents
Times table ideas
Times tables generator

Parent/Carer comments

Thank you. That was the most informative presentation I have been to in Amelia’s schooling.
Very informative meeting- clear explanation of what the children need to do at home and how it is taught in school. Thank you.
Very informative and very well explained.
Some great ideas to implement at home, thank you!!
Very good session. Gave a lot of clarity on what initially appeared un-achievable.


Fractions are around us every day of the week. Do we know about that container of milk in the fridge? It is probably half a gallon. Drinks we buy in the shop might come in a quarter-litre bottles. When we want to buy some food at the deli counter, we might ask for a quarter or half a pound. We need to think about how much petrol we have every day. It’s great to have a full tank, but we need to know how much we have left. If a pie has six pieces, we need to know if we have enough food for everyone. What about drinks? If we have a half a litre of water, will it be enough for everyone to get two glasses each? It’s all about fractions.

The purpose of this guide is to inform adults as to how we teach fractions at South End Junior School. There is a section for each year group, with helpful hints and images to help support your child. This guide is also used by adults in school to ensure there is a consistent approach to the teaching of fractions.

Fraction Policy

Parent/Carer comments

I found this very useful and informative. Lots to take in!
It was very helpful. Good booklets to help parents. Thank you
Showing us practical examples of how to teach the children was good.
Very informative and useful. It will help me to help my child at home. Thank you.
Very useful workshop – informative and clearly presented. Many Thanks
Helpful pictorial policy to show the objectives clearly and practical examples of what our children experience.

Bar Modelling

Bar modelling is a strategy used by children to visualise mathematical concepts and solve problems. The bar model method is pictorial – children draw bars to represent objects or quantities. The particular power of the bar modelling pictorial approach is that it is applicable across a large number of topics. Once children have the basics of the approach secured, they can easily extend it across many areas. It should be noted that children still need to have strategies to add, subtract, multiply and divide for them to be able to use bar models. Bar models don’t give a child an answer – they give them an understanding of what to do to get to the answer.

At South End Junior School, we have developed our own handbook on how we will use bar models to support your children in Maths and all staff follow this.

Thank you to all who attended the Bar Modelling workshop. Please see the PowerPoint that was shared and the comments below:

Parent/Carer Comments

Very informative and nice to be able to practise with my child on the tables and see how much he is understanding.
Excellent workshop- made a lot of sense, thank you.
Useful to understand how Bar Modelling works.