Carr Junior School


A Welcome from our Head Teacher - Miss Ryder Welcome to Carr Junior School: a wonderful, vibrant school in the West of York. There are many special things about our school; however, without a doubt, the people are the stars of our school.

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Carr Junior School




Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.

Being confident in mathematics gives children and young people access to the wider curriculum. Mathematics at Carr is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills.




1. Develop a positive attitude to maths as an interesting and attractive subject in which all children gain success and pleasure.


2. Develop mathematical understanding through creative and inspiring teaching.


3. Encourage the effective use of maths as a tool in a wide range of activities within school and, subsequently, adult life.


4. Develop children's’ ability to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary.


5. Develop an appreciation of relationships within maths.


6. Develop ability to think clearly and logically with independence of thought and flexibility of mind.


7. Develop mathematical skills and knowledge and quick recall of basic facts.


Our Approach


At Carr, we aim for all children to master the maths curriculum, through becoming fluent in the basics of number and then applying these skills to problem solving. We do this by Teaching for Mastery as explained below:



Our lessons follow a specific three part structure across all classes in school:


Year 3 and 4

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.


Year 5 and 6

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.


Keep up not Catch up

At Carr we aim to get all children to at least the expected level by the end of the Key Stage. In order to achieve this we use ‘Keep up, not catch up’ as our main philosophy.

The Keep Up Not Catch Up philosophy is central to our vision for teaching and learning. It is rooted in the highest expectations of what children can achieve and leads to exceptional outcomes. Keep Up Not Catch Up is the relentless determination that no child will fall behind. Children are given every opportunity to ensure that they ‘keep up’ with the curriculum and meet or exceed end of year expectations


As a school we use ‘Maths meetings’ as an intervention. They are available to all year groups. They are led by a highly effective HLTA. Any child whose progress has stalled attends maths meetings. Children are grouped across the year group and those with similar gaps are put together - to a maximum of 6 per group. The HLTA would then create work based specifically upon the areas of weakness for 10 weeks. Children attend 2 x 30 minute sessions per week.


Working Walls

At Carr the use of working walls facilitate independence and allow pupils to feel involved and responsible for their learning.

Key features of a maths working wall

Focus - this will be the topic for the week or the unit, for example fractions or multiplication.

Models - has correct methods or steps, written by the teacher or by pupils within a lesson.

Vocabulary - examples of mathematical language ensure the children can explain their work precisely and fluently.

WAGOLL - ‘What a good one looks like’ will demonstrate an example of maths work produced by the children, that highlights the expected standard of learning.


TT Rockstars

A lot of the rich, interesting maths is all about the multiplicative relationships and these are hard to fully grasp without fluent recall of the tables. For that reason, learning the tables is fundamental – they are a key facilitator to the maths that sits on top.


When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations.  Times Table Rock Stars is a fun and challenging programme designed to help students master the times tables! To be a Times Table Rock Star you need to answer any multiplication fact up to 12×12 in less than 3 seconds!