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Calculation Policy

Mathematical Power Rangers around school

Summer 2 update

This summer term we have been busy in maths embedding our new calculation policy and trialling the use of our mathematical power rangers. (The mathematical power rangers are explained on the calculation policy!). Have a look at some of the displays of power rangers around school. By the time we start back to school in September for a new academic year, I think Pudsey Waterloo may very much have been taken over by these mathematical power rangers.


Their powers are: imagining and expressing, specialising and generalising, organising and classifying and conjecturing and convincing.


Imagining = imagining is the ability to think about "What will happen if....?" E.G. I think it will be an odd number

Expressing = expressing is any means of communication mathematically - talking, sketches, diagrams, charts, actions and objects etc. e.g. "Area = length x the area of a rectangle is 9cm x 5cm = 45cm squared."

Specialising = specialising is trying out a few specific examples to test an idea or to find more information. E.G. "Does odd plus odd make an even?" "Okay lets try it. 3+ 1 = 4. Erm 5 + 7 = 12 and 1 +5 = 6. Looks like it, yes."

Generalising = generalising is making rules (generalisations) that work in different situations. E.G. "Right so odd + odd always makes an even."

Conjecturing = conjecturing is making educated guesses based on what you have noticed. E.G." 4, 8, 12 and 16 are all even. I think all multiples of 4 must be even"

Convincing = convincing is the process of proving that one's assertions are correct (usually by specialising to provide more evidence). E.G. "Well, multiples of 4 are double the corresponding multiple of 2, which means they must be multiples of 2, which are all even."

Organising = organising is using a system or working systematically (having a clear starting and finishing point). E.F. "If we always start with the biggest number first, followed by the next biggest, then the next biggest, until we get to the smallest number last."

Classifying = classifying is identifying common properties or differences by which we can sort ideas or data. E.G. "3,1 8, 27 and 42 are all multiples of 3, but only 18 and 27 are also multiples of 9."





April 2014 - Please have a look at our new Calculation Policy for maths at Pudsey Waterloo. Staff have worked together to compile this policy. The aim of this policy is to demonstrate the key pencil and paper procedures that will be taught within our school. It has been written to ensure consistency and progression throughout the school and reflects a whole school agreement. Multi-sensory maths plays a vital part in our maths learning environment. We hope that our policy is easy-to-follow and helps you with maths at school and at home.


We strive to develop a secure understanding and enjoyment of maths, appreciating how much of an integral part of everyday life it is. We do this by exploring maths in many different areas of the curriculum, exploiting the mathematical links to learning within all our topics. All year groups take part in various Enterprise projects. Enterprise is an important part of school life and provides opportunities to practice life skills as well as links to mathematical learning. All children really enjoy these opportunities to raise money for school fund and various well known charities.


Maths is taught through daily Numeracy lessons as well as part of topic based learning. The daily maths lesson includes the practice of mental arithmetic as well as pencil and paper methods of calculation. Children are guided through a progression of calculation strategies that aim to support the development of a secure understanding of the number system and calculations. Using and applying of mathematical skills through problem solving is built into all maths lessons. A multi-sensory approach to the teaching and learning of maths is embedded into all year groups. Apparatus and visual aids are used to support the children’s understanding of the value of number in Nursery and Reception, with this approach being taken into Key Stage 1 and 2 to aid the teaching of calculation and other mathematical processes.     

Maths in Topic


We make lots of cross-curricular links in maths that fit nicely into our topics. This gives meaning to the children by reinforcing key concepts and linking to real life situations. We have lots of lovely work throughout school that will soon be displayed in school for all to see. Which will emphasise how each year group makes links to maths throughout their topics.


In Early years the children have been learning about subtraction in their topic 'People who help us'.

Year 1 have been using their number bonds to 10 knowledge to find change when buying monsters in their 'Monster Munch' topic

Year 2 have been solving multiplication and division problems about superheroes and knights.

Year 3 have been using numbers and diagrams to solve problems to do with robots. They have looked at half price sale of robots and the area and perimeter of compound shapes.

Year 4 have been looking at how the rainforest is shrinking. They went into the playground to work out the size in which it is shrinking per day.

Year 5 have been measuring planes to create a World War 2 maths game.

Year 6 have been working out division problems based on how long items would last on a ship in the Tudor times.



Spring 2 Update

This is a very exciting time for maths; a time for change! The New National Curriculum has three main aims for maths. They are to ensure that all pupils become fluent in the fundamentals of mathematics, including through varied and complex problems over time.


To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language


To solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication.


There is a strong focus on mathematical language and talk - which is great for us here at Pudsey Waterloo because we love to share ideas and talk about our maths! In the next few weeks we will be uploading our new whole school calculation policy which explains how we are going to be teaching the key skills of maths across the different year groups. Keep your eyes peeled!!!


Below are some pictures from when four of our year 6 pupils went to Greenside Primary School for a day of maths. They worked with lots of other children from local primary schools. Their task for the day was to work out how many different combinations of pizza toppings you could have on one pizza if you had eight different toppings. They had to work this out mathematically and try to spot the pattern. They all recorded their work in different ways using pictures or word systems. At the end of the day the answers were revealed and then they actually got to eat a pizza! Have a go see if you could work out all the different combinations of pizza toppings, (there's a lot!!)

Year 6 maths day at Greenside

Year 6 maths day at Greenside 1
Year 6 maths day at Greenside 2
Year 6 maths day at Greenside 3
Year 6 maths day at Greenside 4
Year 6 maths day at Greenside 5
Year 6 maths day at Greenside 6
Year 6 maths day at Greenside 7
Year 6 maths day at Greenside 8
Year 6 maths day at Greenside 9
Year 6 maths day at Greenside 10
Year 6 maths day at Greenside 11
Year 6 maths day at Greenside 12
Year 6 maths day at Greenside 13
Year 6 maths day at Greenside 14
Year 6 maths day at Greenside 15
Year 6 maths day at Greenside 16
Year 6 maths day at Greenside 17

Maths Display

Maths Display 1

Maths in topic displays.

Maths in topic displays. 1 3d nets
Maths in topic displays. 2 3d shapes created using nets in year 3
Maths in topic displays. 3 3d shapes created using nets
Maths in topic displays. 4 Monster maths in Year 1

Maths Stories in the Library

Maths Stories in the Library 1 A range of maths stories for the children.
Maths Stories in the Library 2 Visit the library and read a maths story.