Thames Ditton

Junior School

A place to learn, a place to grow

YEARBOOKS have arrived!! Spread the news around Year 7s please.


Using the Programmes of Study from the National Curriculum, it is our aim at Thames Ditton Junior School to provide a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.

The National Curriculum for mathematics aims to ensure that all pupils:


  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions


Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Decisions about when to progress are always based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material are taught so as to consolidate their understanding, including through additional practice, before moving on.

Through careful planning and preparation we aim to ensure that all children are given opportunities for:


  • practical activities and mathematical games
  • problem solving
  • individual, group and whole class discussions and activities
  • open and closed tasks
  • a range of methods of calculating e.g. mental, pencil and paper and using a calculator
  • working with computers as a mathematical tool



Each class teacher organises a daily maths lesson of 60 minutes. An emphasis is placed on mental calculation and there is a clear focus on direct, instructional teaching and interactive oral work.


Throughout the school, children are taught in setted groups for 4 days of the week, based on ongoing assessment of their current ability. Children are placed carefully in the group that best suits their confidence and rate of learning.


One day of each week is spent as a mixed ability class, working on investigations and problem solving activities.


Homework is given on a weekly basis and activities may include games, investigations and more formal exercises.


"Some teaching sets very high expectations for pupils to attain. For example, in a Year 4 mathematics lesson, pupils of all abilities were working very confidently and competently with protractors; first estimating the size of angles and then checking their accuracy with a protractor".  Ofsted March 2014