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What is the Year 4 multiplication tables check?

The multiplication tables check is a national online test for pupils in Year 4, which will be carried out in June 2020. Pupils are asked to answer 25 questions on times tables from two to 12. They are given six seconds per question, with three seconds rest between each question, so the test should last less than five minutes.

Questions about the six, seven, eight, nine, and 12 times tables are likely to come up most often, as these are the hardest for most children to learn. It’s a good idea to focus on these tricky times tables with your child.


Mathematics is a highly connected subject, which is needed to competently function in society and the world of work. Children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts. Therefore, the Mathematics curriculum at Flixton Primary School reflects the understanding that mathematical literacy is important for all pupils to possess and apply.  

Mathematical understanding is at the core of every lesson and is achieved through the use of concrete manipulatives and pictorial images. Within lessons, the onus placed on procedure and fluency, is there to help build foundations and free working memory, so real life links are also made where appropriate. This is a purposeful strategy used so that children are able to question, discuss and reason at a deeper level.


The National Curriculum, which has been statutory since September 2014, provides the framework for the teaching of Maths at Flixton Primary School. It provides a progressive framework from EYFS, KS1, Lower Key Stage 2 and Upper Key Stage 2, and contains programmes of study in each mathematical area. Across the school, we use guidance and resources from NCETM (National Centre for Excellence in the Teaching of Mathematics) and White Rose, who are inspired and informed by robust, world-class research and global maths experts.

We encourage our pupils to explore, discover, analyse and apply mathematics, using a cyclical concrete, pictorial and abstract approach to lessons. Teaching techniques and strategies utilise all modes of learning, including integrating maths across the curriculum, with specific, progressive links being made in Design and Technology, Science, Geography and History. To help build skills, children also participate in discrete problem-solving activities (MAGIC MATHS), use computer technology, calculators and grounds-work.

M – Make a model or picture

A – Act it out

G – Guess and Improve

I – Inverse

C – Create a list or table


The impact of this policy on outcomes for children is measured against our Excellence Statements for Maths.

 The Maths subject leader monitors the impact of this policy through:

-       Book scrutiny

-       Pupil interview / survey

-       Data analysis

-       Teacher interview / survey

 Leadership team monitoring is also fed to the Maths lead.

Attainment and Progress:

Teachers assess within lessons and through assessment of independent tasks completed. This is used to address misconceptions, make connections and to inform future planning. Grouping is fluid and not prohibitive, so that all children have the opportunity to attain and progress.

Children are assessed using PUMA (Progress in understanding in Mathematics Attainment) so that trends in collective areas of weakness can be identified and addressed by the class teacher. This also informs the subject leader and SLT of current performance indicators for all children and specific groups.

In specific cases, where children are working significantly below their peers, Precision teaching, I See Number, First Class at Number and Success at Arithmetic practical interventions are in place.

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